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Frontispiece 



DR. WILLIAM 
LEROY BROUN 



COMPILED BY 

THOMAS L. BROUN 

ASSISTED BY 

BESSIE LEE BROUN 



AND 



SALLY F. ORDWAY 




NEW YORK 

THE NEALE PUBLISHING COMPANY 

1912 



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Copyright, 1912, By 
THOMAS L. BROUN 



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CONTENTS 

PAGE 

William LeRoy Broun 

A Brief Summary of His Life I 

Notes of Dr. Broun's Early Life as Taken Down by Bessie 

Lee Broun 3 

A Letter to Mr. Edwin Broun, 1847 12 

Notes Found in Dr. Broun's Trunk Concerning the Life and 

Death of His Wife 14 

Notes on His Daughter's Death • . • 33 

From a Birmingham Newspaper, 1891 36 

A Letter From Judge Emory Speer 38 

The Great Teacher 39 

From the Alumni Bulletin of the University of Virginia, 

July, 1902 40 

By J. W. Mallet 45 

By Milton W. Humphreys 48 

Personal Letters at the Time of Dr. Broun's Death 

From His Daughter, Mrs. Fulghum S3 

From' Professor Milton W. Flumphreys 55 

From Dr. Edward S. Joynes 57 

From Dr. Charles C. Thach 59 

From Professor C L. C. Minor 60 

From C. F. Ordway 61 

From Professor C. L. C. Minor 60 

Articles on Dr. Broun's LifeI and Work 

From The United States Experiment Station Record, 1902, 

Vol. Xni, No. 6 63 

Another "Arnold of Rugby," By Ex-Gov. G. W. Atkinson, 

Ph.D 65 

Dr. William LeRoy Broun, in The Glomerata, Vol. VI, 1903 70 

Chancellor Hill's Tribute to Dr. Broun 7Z 

Professor P. H. Mell, Auburn, Ala 76 

From the Church Record, February, 1902 80 

The Rectory, Holy Innocents' Parish . 81 



CONTENTS 

PAGE 

From the Age-Herald, Birmingham', Ala., January 24, 1902 83 

From the Age-Herald, Birmingham, Ala., January 26, 1902 88 

From the Gulf States Historical Magazine, March-May, 1904 90 

From the University of Virginia 91 

A Letter From the Acting President After Dr. Broun's 

Death 93 

What Is the True Conception of Education? .... 95 
Alexander H. Stephens's Fight Against Broun . . . .100 

The Addresses of Dr. Broun 

Improvements Required in Southern Colleges . . . .107 

Technical Education in Alabama 137 

Alabama's Duty to Herself I53 

Speech Before the Inter-State Farmer's Association . . 170 

Report on the Solar Eclipse 189 

The Moon 196 

The Red Artillery — The Difficulty of Obtaining Confederate 

Ordnance During the War 214 

Address Delivered on Memorial Day 232 

An Address (Made to the Graduating Class of 1890 at Au- 
burn, Ala.) 239 

An Address (Made to the Graduating Class of 1894, at 

Auburn, Ala.) 242 

Baccalaureate Address 244 



ILLUSTRATIONS 



\^ 



Dr. William LeRoy Broun Frontispiece 

Facing Page 

Mrs. William LeRoy Broun Uly^ 

The First Faculty of the University of Texas, of which Dr. 

William LeRoy Broun was Chairman, 1883-1884 ... 48 t/ 

Dr. William LeRoy Broun and His Daughter Bessie, in His 

Office ^ ^ 



WILLIAM LEROY BROUN 

A BRIEF SUMMARY OF HIS LIFE 

[From "The South in the Building of the Nation," vol. XI, 
pp. 125-126.] 

BROUN, William LeRoy, educator: born Loudoun 
County, Va., 1827; died Auburn, Ala., January 23, 1902. 
He was educated in private schools and at the Uni- 
versity of Virginia, where he was graduated in 1850. 
He taught for a year in a private school in Virginia, for 
two years (1852-54) in a small college in Mississippi, 
and for two years (1854-56) as professor of mathe- 
matics in the University of Georgia. He then taught in 
a private school until the outbreak of the War of Seces- 
sion. He rose to the rank of lieutenant colonel in the 
ordnance department of the Confederate army. Colonel 
Broun made many interesting and valuable experiments 
and inventions while in the ordnance department, some 
of which he later described in the army service journals. 
At the close of the war he was elected professor of nat- 
ural philosophy of the University of Georgia, and from 
1872-75 was president of the Georgia Agricultural and 
Mechanical College, a branch of the University. From 
1875-82 he was professor of mathematics in Vanderbilt 
University. 'He was professor of mathematics in the 
University of Texas, 1883-84, and president of the Ala- 



2 DR. WILLIAM LEROY BROUN 

bama Polytechnic Institute (A. and M. College) 1882-83, 
and from 1884 to his death in 1902. It was at the last 
named institution that the great work of Dr, Broun 
was done. He was a good executive and a practical 
educator, and under his supervision the Alabama Poly- 
technic Institute became a pioneer and a model for all 
Southern technical schools. To him chiefly is due the 
development of industrial and technical training in the 
South. His was the most constructive, the most influ- 
ential of the work done since the War of Secession in 
Southern education. 

. \ 
General George E. Pickett and Dr. William LeRoy 
Broun were descendants of William Pickett, whose will, 
dated September 26, 1766, was recorded in the clerk's 
office of Fauquier County, Virginia, November 24, 1766. 
His sons, William Pickett and Martin Pickett, were his 
executors. He died leaving five sons and two daughters. 
His daughter, Mary Ann Pickett, married in 1766 the 
Rev. William Marshall (a Baptist preacher), of West- 
moreland County, Virginia, uncle of Chief Justice 
Marshall, and moved to Kentucky. 

The emigrant, George Pickett, of France, settled in 
Westmoreland County, Virginia, and resided there in 
1680. He was the father of the William Pickett from 
whom General George E. Pickett was a descendant. 

See " Colonial Families of the Southern States of 
America," by Stella Pickett Hardy, published in New 
York in 191 1. 



DR. WILLIAM LEROY BROUN 3 

NOTES OF DR. BROUN's EARLY LIFE AS TAKEN DOWN BY 
BESSIE LEE BROUN 

When eleven years old I was left an orphan. My 
mother called all her children about her, and kissed each 
of us good-by. I remember well that when she kissed 
me she said, " Remember your Redeemer." 

All the young boys were accustomed before breakfast 
to drive the cows to the farm, a mile and a half distant, 
and to go after them in the afternoon. As soon as 
school was out, — we had two sessions, morning and 
afternoon, and school was dismissed about five o'clock, 
■ — when the other boys were out playing, I would start 
after the cows and bring them home. About a year 
after the death of my mother, one afternoon about five 
o'clock it was evident that my father was dying. The 
thought occurred to me that the cows ought to be brought 
up, and that there was no one to do it but me. I did not 
wish to leave father, and I was afraid that he would die 
before I could get back. Still, I was so impressed that 
it was my duty to go that I left the room and went to 
the farm, where, to my delight, I met the old colored 
man. Uncle Jim, who had gone after the cows. This 
enabled me to get back before father died. 

After father's death I was stopped from school by my 
brother Edwin, and was put in his store, where I stayed 
about a year. Then I was sent to school again for a 
while to VanDyke Neil. But in a short time I was 
told that I must stop and go to work in Gibson's store, 
because the estate could not afford to send me to school. 



4 DR. WILLIAM LEROY BROUN 

I begged them to let me stay at school until I could finish 
arithmetic. 

Gibson paid me by giving me my board. In those 
days a boy was paid in that way, not in money nor 
clothes, but only in board. I was also permitted to sleep 
in the store. 

My business there was to open the store early in the 
morning and sweep it out. There were few customers, 
and I usually spent hours riding over the country, — go- 
ing to farm houses, and trying to collect debts that had 
been made years before, — but I hardly collected ten dol- 
lars in so many months. 

About two years before this time, when I was in my 
brother Edwin's store, I had asked him to buy me a 
book when he went to Alexandria. I gave him the 
money, some little that I had made, and he bought me 
'' Rollin's Ancient History," the driest thing on earth, in 
eight volumes. From a sense of duty I read the whole 
thing through. 

I stayed in Gibson's store about two years, when I 
was sent to Alexandria, Va., to be in McVeigh's whole- 
sale grocery, where I was again paid by board alone. 
I was there about two years. While there I joined a 
debating society, became an active member, was elected 
to make the Fourth of July oration, and I made two, — 
one in the morning and one in the evening. 

Forming while there a great desire to be educated, I 
determined that I would be. I used to write long let- 
ters to Thomas, my older brother, and, in order to save 



DR. WILLIAM LEROY BROUN 5 

postage, — which was twelve and a half cents, and 
twenty-five cents on a double letter, — I used to send 
them by wagoners, who' would come down from Mid- 
dleburg. Our letters were about our plans of getting 
an education, for Thomas, too, had determined to go to 
college and to study law. 

Edwin wrote me that if I would come up he would 
send me to Neil for a while, as Neil owed him. My de- 
sire for an education was so great that I was willing to 
do anything that was honorable. I went back to Mid- 
dleburg, and went to school to Neil a part of the year, 
walking two miles every day to school, and carrying my 
dinner with me. I used to study my Greek grammar 
on the way, walking down. That year Edwin borrowed 
the money for me and I went to Warrenton, Virginia, to 
the Warren-Green Academy, where I pursued my studies 
under R. M. Smith, a first-rate teacher. My desire for 
an education continued to increase, and I studied closely, 
being always interested in my work. When the reports 
for each year's work were published I was classed first 
in every class of which I was a member. This gave me 
a good reputation among the boys during the two years 
that I was at Warren-Green. 

When I left there I borrowed money, Edwin going 
my security, and went to the University of Virginia. I 
was then about twenty years old. At the end of two 
more years I had graduated in all six schools and re- 
ceived the degree of Master of Arts. Then I taught 
school and made money enough to pay back the thou- 



6 DR. WILLIAM LEROY BROUN 

sand dollars that I had borrowed and also the accrued 
interest. 

I returned to the University the year after my gradu- 
ation and took a postgraduate course in higher mathe- 
matics and German. At the same time, to support my- 
self, I taught a small school, composed of the young 
daughters of the professors of the University. The 
next year I taught at Ridgeway, in Albemarle County, 
Va., in the academy conducted by Col. Frank Minor, 
and v^hile there I received the appointment as professor 
of natural philosophy and physics in Oakland College, 
Mississippi. This college v^as under the care of the 
Presbyterian Church. 

Leaving Virginia in the spring, I went to Mississippi, 
by way of New Orleans, La., traveling by railroad, stage, 
and steamer, and going by Auburn, Ala. The trip took 
ten days; now it would take twenty-four hours. I re- 
mained at Oakland two years, and was then elected 
professor of mathematics in the University of Georgia, 
in Athens. 

Governor Gilmore and his wife lived at Lexington, 
about fifteen miles from Athens, and they were my par- 
ticular friends. Mrs. Gilmore called her husband " Old 
Sug " and he called her " Old Lady." I used often to 
visit their home and have spent many happy hours play- 
ing chess with Mrs. Gilmore. I was a very fair chess- 
player and was very fond of the game. We often played 
until aroused by the dinner bell, when she would say, 
" Well, come on and let us see what Martha has got for 



DR. WILLIAM LEROY BROUN 7 

dinner," and a fine dinner we would see on the table. 
I remained in Athens two years, and remember it as a 
most charming place, with charming society all through 
the town. At the end of that time the president and 
some of the faculty had a quarrel that was published in 
the newspapers, and its effect was so injurious to the 
college that the trustees requested the resignation of all 
the faculty. 

I then returned to Virginia and opened " Bloomfield 
Academy,'* Albemarle County, Va., in connection with 
Willoughby Tebbs, and we conducted it for four years, 
from 1857 to 1 86 1. When the war began all the stu- 
dents and all the teachers volunteered and went in the 
army. Therefore the academy was closed. 

In November, 1859, ^ was married and brought my 
wife to Bloomfield, where a large and pleasant gathering 
of friends greeted us upon our arrival. My wife, brought 
with her four young ladies that had waited on her at 
her wedding, and they stayed several weeks. Four 
large parties were given to us by the professors of the 
University of Virginia, one being a large dinner party 
at Mr. Frank Minor's. 

My eldest son, LeRoy, was one year old when I vol- 
unteered in the army and was made lieutenant of artil- 
lery in the Albemarle Artillery Company. The com- 
pany was sent near Yorktown, Va. I never in the world 
expected to come back, and my wife went to her father's, 
Dr. George Fleming's, in Hanover County, Va. The 
next spring I was ordered to Richmond, Va., by the 



8 DR. WILLIAM LEROY BROUN 

Secretary of War, Colonel Randolph, and was made 
major in the ordnance department and superintendent 
of armories in the regular army of the Confederate 
States. This was regarded as a life position and was 
thought very important at the time. Afterward I was 
made lieutenant colonel of the ordnance department, 
commandant of the Richmond arsenal, in charge of 
which I remained until the surrender of Gen. R. E. 
Lee. 

After the war I went to Georgia, with my wife and 
my three children, — Roy, Mary, and Maud, — and lived 
on a plantation in Houston County, where I tried my 
fortune at making cotton. The plantation was bought 
during the war by Dr. Fleming and myself, and the 
slaves that belonged to the family were sent there from 
Virginia during the war. When my wife reached there 
she found the old servants that knew her well, and they 
were all glad to see her. They regarded us as their pro- 
tectors after the war was over, and I hired them for the 
next year, preparatory to planting cotton. I also opened 
a school, and had about fifteen pupils, eight of whom 
were boarders. I taught every day until two o'clock, 
and the balance of the day I rode over the place to at- 
tend to the plantation work. When we arrived at the 
house we had no furniture of any kind. As we had 
brought only one mattress with us from Virginia, I made 
beds out of shucks and cotton, — and delightful beds 
they were. The negro carpenter made the bedsteads 
out of the grape-arbor frame, and in a short time we 



DR. WILLIAM LEROY BROUN 9 

were so comfortable that we lived happily for a year in 
this simple style. 

In July a neighbor rode up to the house and gave us 
the mail, — we got the mail about once in two weeks, — 
and in this mail I received a letter informing me that I 
had been elected professor of physics at the University 
of Georgia. I accepted the position on condition that 
they would permit me to wait until Christmas before I 
came. I wanted to finish gathering the fifty-five bales 
of cotton that I had made that year instead of the one 
hundred bales that I had expected to make. 

I rented the place for the next year and left in Jan- 
uary for Athens, Ga., with my wife and three children, 
— Roy, Mary, and Maud. The fall of that year my 
brother Conway, , who was sick with consumption, came 
down with Annie, my sister, and they too went to 
Athens with us. They stayed six months. 

During my life on the plantation I was kept very 
busy, and was therefore interested in the work. Our 
life there was happy, although we had some trials. Dur- 
ing the war, which I entered as a private, I never so- 
licited an appointment to a position; my promotions 
were pleasant surprises, and likewise my appointment to 
the professorship at Athens was a surprise and was made 
without solicitation. It was an agreeable surprise, and 
gave me an opportunity to return to a profession to which 
I was devoted, and for which I felt that I was prepared. 

My life in Athens was very pleasant; my wife had a 
great many friends, all the best people of the town were 



10 DR. WILLIAM LEROY BROUN 

devoted to her, and this caused us to spend many pleas- 
ant days there. And my work in the college was agree- 
able, — with both the students and the faculty. 

In the summer of 1875 I was elected professor, of 
mathematics at Vanderbilt University, Nashville, Tenn., 
and was informed from Virginia that I would be in- 
vited to fill the chair of applied mathematics there if I 
would accept. But the salary at the University of Vir- 
ginia was not so large as that at Vanderbilt. While my 
wife and I both felt great love for the University of 
Virginia and a desire to go there, we felt that it was 
our duty to our children to accept a larger salary. So 
in the fall of 1875 I resigned my position at Athens 
and went to Vanderbilt. Some things at Athens, due to 
the action of the trustees, made my position unpleasant. 
If this had not been the case I would not have resigned. 

My life at the Vanderbilt University was different 
from that at Athens. I went to Vanderbilt alone, leav- 
ing my family in Athens until Christmas. Then I came 
down and saw my family off to Virginia, — Chantilly, — 
where I joined them in the summer, and later brought 
them to Nashville, in the fall of 1876. We lived two 
years near the city, then moved to a new building put 
up for us on the Vanderbilt grounds. There my daugh- 
ter Mary was married to Mr. Ordway. 

In 1882 I was elected president of the college at 
Auburn. After much hesitation I accepted the position, 
and brought my family to Alabama. The appearance 
of Auburn College was entirely different from that of 



DR. WILLIAM LEROY BROUN ii 

Vanderbilt University. The buildings were old and 
many of them had been pulled down, while the lack of 
paint and fencing was discouraging. 

During that year I was elected professor of mathe- 
matics in Texas, with a large salary. At the close of 
the year I accepted the position, against the entreaties 
of all my friends and of the trustees of the college. I 
went to Texas by myself, leaving my family in Auburn, 
with their mother and Roy, who was in Auburn as as- 
sistant professor. 

In less than three months I received a telegram from 
home telling me of my wife's sudden death. The shock 
was inexpressibly great, and I left immediately for 
Auburn. I arrived in time for the funeral and re- 
mained two weeks in Auburn ; then I returned to Austin, 
Texas. 

At the close of the session I was elected chairman of 
the faculty, and after the closing exercises I returned to 
Auburn to be with my children. 

While at Auburn I was again elected president of the 
Auburn College, Colonel Boyd having resigned. Owing 
to the condition of my family, I accepted this position 
and resigned the one in Texas. I have been in Auburn 
ever since, and have put the work of my life on this 
college, endeavoring in every way possible to build it up 
and to advance the cause of education in Alabama. 



12 DR. WILLIAM LEROY BROUN 

A LETTER TO MR. EDWIN BROUN, 1 847. 

Warren-Green, Warrenton, Va., 
October 22, 1847. 

Dear Cousin: 

Although I have proved false to my promise, still I 
claim the privilege of calling you by that endearing title 
of cousin. The very fact of the relationship that ex- 
ists between us assures me that I am cheerfully forgiven. 

You recollect probably that I spent a few days with 
you and Cousin Charles in the summer of 1845. ^^ 
you have forgotten it I've not, though t'would appear 
so from my long and protracted silence. Cousin, the 
facts are briefly this: I left Northumberland with a 
heart full of gratitude and kind feeling toward all my 
relations, having a fixed determination to write to you 
and the others, as I promised, as soon as I commenced 
school. But, as you are aware, that determination was 
never carried into effect. Procrastination must bear the 
blame. Often and often have I fixed a day for writing 
to you, but as often have let that thief of time steal 
away the day without accomplishing my purpose. 

After I left Northumberland I employed my time un- 
til the summer of 1846 in studying at a country school 
near Middleburg, since which time I have been at War- 
ren-Green Academy, Warrenton, where I am at pres- 
ent, and where I expect to remain until August, 1848. 
I expect then, if I can make suitable arrangements, to 
go to the University of Virginia for two years. 

Thomas is here now ; he will graduate next August. 



DR. WILLIAM LEROY BROUN 13 

My desire to obtain a thorough collegiate education 
and I'm determined to accomplish it, if possible. I'm 
confident that if I commence to take an active part in 
the drama of life with a mind well drilled and stored 
with useful knowledge, success will crown my every ef- 
fort. If I can't succeed in going to the university, I 
expect to teach school for a year or two before taking a 
decisive step. 

Change has taken place in our family in the past year, 
occasioned by the death of my dear sister Ellen, in her 
thirteenth year. No doubt you have heard of her death, 
which happened last April. Last month my sister Maria 
was married to Foushee Tebbs ; probably you know him, 
as his first circuit was Westmoreland. Foushee's pres- 
ent circuit is in Clark and Frederick Counties. Edwin 
is still merchandizing in Middleburg. He is doing an 
excellent business; sold the other week nearly to the 
amount of two thousand dollars. Conway, my younger 
brother, is in the store with Edwin. The rest of the 
family are yet living with Miss Waugh. Susan visited 
Westmoreland in the winter of 1846. I don't think she 
has had an opportunity of seeing you. 

The academy I'm now at is an excellent school of the 
kind. If Cousin Charles hasn't sent, his son from home 
and would be willing to trust him so far from him, he 
coulci safely place him in the hands of Mr. Smith, our 
principal. We have about eighty scholars. The ex- 
penses are only one hundred and thirty dollars for board 
and tuition. 



14 DR. WILLIAM LEROY BROUN 

I hope that this short letter will be but the beginning 
of a long and regular correspondence. I feel confident 
that you'll forgive me for partaking of your hospitality, 
and then not deigning to write to you as to my where- 
abouts. 

My very best love to your wife, Cousin Charles and 
his wife, and all other friends and relations. 
Yours truly, 

William LeRoy Broun. 
Mr. Edwin Broun, 

Northumberland C. H., Va. 



notes found in dr. BROUN S TRUNK CONCERNING THE 
LIFE AND DEATH OF HIS WIFE 

On Friday night, November i, 1883, about eight 
o'clock I was at a meeting of the faculty of the Uni- 
versity of Texas, in the temporary capitol at Austin, 
when one of the professors who had gone to the post- 
office handed me a postal from my dear wife, in which 
she wrote that she came very near giving me a surprise 
visit by reaching Austin on November i, the anniversary 
of our wedding day, but that she did not feel very well 
and was deterred from the trip, but that she hoped to 
come in a very short while, and asked for special direc- 
tions in regard to the journey. 

The next morning, Saturday, November 2, I was in 
my lecture room at the capitol, sitting at my table writ- 
ing a letter in reference to the university library, when 




MRS. WILLIAM LEROY BROUN 



Facing Page 14 



DR. WILLIAM LEROY BROUN 15 

a telegram was handed me at half-past eight, which read : 
" Come home immediately, Ma is very ill." Signed 
" Roy." I immediately rose, placed the unfinished let- 
ter on my table, showed the telegram to Dr. Mallet and 
Professor Humphreys, and started for the station, 
hoping to leave at once. I had not gone far down Con- 
gress Avenue when Professor Humphreys overtook me. 
I remarked to him I did not apprehend anything serious. 
I was sure my presence would do more good than any 
medicine. He said he feared the case was serious and 
continued to repeat his fears, and added that he was 
afraid I was too late, that it might be all over. I at 
once insisted on knowing why he thought so — had he 
heard anything? — when he replied that he had just re- 
ceived a telegram from Roy saying she was dead, and 
asking him to inform me. 

Oh, my God! was ever mortal man visited with a 
more severe affliction, so unexpected, so sudden! With 
her all the light of my life went out. She was to me 
the very light of my life, the inspiration of every hope, 
my all in all. The loveliest woman in beauty of face 
and character I ever knew^ Every impulse of her heart 
was kindness and love. Everywhere, in every com- 
munity, she attracted the best love of the best hearts, 
and in her own family love, pure, guileless love, reigned 
supreme, all radiating from her as a center. To me she 
was loyal, devoted, and true, — no sacrifice was too great, 
so unbounded was her love. Her warm, sympathizing 
heart extended beyond her own family, to the sorrowing 



1 6 DR. WILLIAM LEROY BROUN 

and distressed in every community where she lived. 
To' a distressed child or a sick servant she at once showed 
her sympathy in acts of kindness and attention. 

With a heart filled with unutterable sorrow, after Pro- 
fessor Humphreys had informed me of the nature of his 
telegram, I went to the station and found I would have 
to wait till that evening at six o'clock before I could 
leave Austin. I went back to the telegraph office and 
telegraphed to Roy and Mary and Thomas. I reached 
Houston at seven o'clock Sunday morning, suffering with 
neuralgia. Oh, the sad, sad, sorrowful Sunday at Hous- 
ton! 

At half-past six Sunday evening I left Houston and 
reached Auburn, Ala., Monday night, the fourth, at half- 
past eleven. Roy was at the station to meet me. At 
home Maud and Willie were up to give me a sorrowful 
greeting, and Malcolm was there also. 

Soon they went with me into the parlor where the 
body of her whom I loved above all else on earth was 
enclosed in a coffin, prepared for her silent resting-place. 
Through the glass of the coffin her sweet face was vis- 
ible, beautiful with the seal of death upon it; but her 
pure spirit had passed from earth to heaven. We all 
knelt down around the coffin and prayed to our Heavenly 
Father to bless us and give us strength to bear this great 
affliction and cause us in our lives to imitate her example 
and abound as she had done in deeds of love and kind- 
ness; and, with full hearts, we thanked God that there 
was left to us her precious memory. We thanked Him 



DR. WILLIAM LEROY BROUN 17 

for the example of her pure and unselfish life, for the 
inestimable gift of so true a wife, so devoted a mother. 

The next morning early Bessie, Sallie, George, and 
Katie came down just as I had dressed, to see me. Poor, 
darling, motherless children, how my heart yearned 
toward them, too young to know the full extent of their 
irreparable loss ! 

Tuesday morning, Nov. 5, we all went into the parlor 
and held family prayers around the coffin containing her 
body. So often we had held prayers together; now she 
was present only in body, her pure spirit was with the 
blessed in Heaven. How earnestly we all prayed our 
Heavenly Father to bless us, to fill our hearts with love 
and purity and to strengthen us to perform with cheer- 
fulness the duties of life! About eleven o'clock we all 
went into the parlor, and each, with sorrowful hearts and 
weeping eyes, kissed the glass above the face, thus taking 
a last sad farewell of all we loved. 

Just before the coffin was removed the question was 
asked, if we were ready? When again, so loth to give 
her up, we each went back and sorrowfully kissed a last 
sad farewell. The coffin was taken to the Methodist 
Church, where the services were held by the Rev. Mr. 
Beckwith, of Atlanta, and the Rev. Mr. Stringfellow, of 
Montgomery. At the grave the services were concluded 
by the Rev. Mr. Beckwith. She now lies buried in the 
cemetery at Auburn, Ala. Her grave is visited daily by 
my very dear children, who' find a sad gratification in cov- 
ering it with flowers. 



i8 DR. WILLIAM LEROY BROUN 

I first met her in Richmond, Va., about 1850, when 
she was but fourteen years old. I met her at a party 
given by Miss Boiling. I was then a student at the Uni- 
versity of Virginia. She was large for her age, and it 
was her first party. Her beautiful face and sweet ex- 
pression induced me to ask for an introduction and to 
accompany her to the supper room. 

I was soon appointed professor in Oakland College, 
Mississippi, and afterward professor at the University 
of Georgia; then, in 1857, I opened an academy at 
Bloomfield, Albemarle Co., Va. In the summer of 
1858 I was at the White Sulphur Springs, Va., and there 
met her again, a charming young lady, with a pleasant 
company of friends. 

We were married at Chantilly, Hanover Co., Va., 
November i, 1859, and went to Bloomfield, Albemarle 
Co., Va., where I had a large boarding-school of about 
ninety boys and young men. On the night of the day 
we reached Bloomfield, Friday, Nov. 3, I had pre- 
pared for a large party. The house was beautifully dec- 
orated and illuminated; she was beautiful as a bride, 
admired by every one. Miss Harvie, Miss Thomas, 
Miss Marshall, Miss Coleman, and the Misses Fontaine 
went to Bloomfield with her, — young ladies, her 
friends, who had acted as her bridesmaids, — and re- 
mained about two weeks. Professor Coleman, her 
brother; Professor F. H. Smith, and Professor Bledsoe, 
of the University of Virginia, each gave on successive 
weeks large parties for her, and Professor Minor and 



DR. WILLIAM LEROY BROUN 19 

Mr. Franklin Minor each a large dinner party. She was 
admired by all and greatly beloved. 

At the school the boys were devoted to her. We had a 
housekeeper and thus her life was relieved of the 
drudgery of attending to the table. The house was 
beautiful and we had a large collection of flowers, which 
gave her great pleasure. She spent the summer of that 
year at Chantilly, where Roy was born. The next year 
we went to Bloomfield. Owing to the threatening Civil 
War, the school was not large. In the spring of 1861 
the excitement of the war caused the school to close 
early, when boys and teachers all volunteered in the 
army. I volunteered in the Albemarle company, used 
efforts to organize it, and was elected lieutenant in the 
Albemarle artillery. 

Roy had been named Lewis Minor for Professor Cole- 
man, her brother. Now, as I was going to the army 
and she never expected to see me again, she determined 
to change his name, and in the month of May he was 
baptized in St. Paul's Church, Albemarle, with my name. 
All eyes in the church were filled with tears at the 
scene, as no one expected to survive the war. 

I was ordered to Williamsburg, Va., with our com- 
pany. She, with my sister, remained at Bloomfield. 
What anxiety she suffered all her letters told so plainly, 
but still she was brave and endured it all nobly. My 
first furlough was in February. She had frequently 
written me that Roy had grown to be a fine boy, could 
talk and knew me perfectly from my picture, and called 



20 DR. WILLIAM LEROY BROUN 

it " Pa," and would run to me to greet me as soon as I 
would reach home. It was snowing when I reached the 
station, and not being expected that day, I walked home 
a mile in the snow and reached the house, with my army 
overcoat covered with snow, and walked in. After her 
joyous greeting she ran for little Roy, who, as soon as he 
saw me, ran with fright screaming to his mother and 
buried his face in her lap. The beard and the coat with 
the snow were too much for the little fellow. Oh, I re- 
member now how mortified she was! He had so com- 
pletely denied the warm greeting her letters promised. 

That winter she had a severe attack of typhoid fever, 
and soon fortunately left for Chantilly, where, under the 
kind nursing of her father, her life was saved. While 
at Yorktown I received a telegram calling me at once to 
Chantilly, — she was not expected to live. General 
Magruder had just given orders that no furloughs were 
to be granted, as an attack from Burnside was expected. 
But Colonel Randolph got the general to order me to 
Richmond on the special duty of preparing sights for the 
old cannon in the fort. I took my horse with me and 
rode from Richmond to Chantilly; was with her two 
days. News came that Burnside was advancing up the 
peninsula, and thinking my duty called me back to my 
company at once, I went to her room and took what I 
thought was in all probability a final farewell. I 
hastened back by a dark night ride to Richmond and to 
my company. 

In the spring I was ordered to report at Rich- 



DR. WILLIAM LEROY BROUN 21 

mond for special ordnance duties. She came to Rich- 
mond to see me, and in the week we were together I 
wrote a Httle book on the subject of artillery, which 
was published. I was sent to Holly Springs, Miss. 
While there she became very anxious because she did 
not hear from me, and wrote a letter to a friend in Rich- 
mond, requesting him to send it by telegraph to me. It 
cost her nearly all the money she had. She used fre- 
quently to describe the scene at Chantilly when her father 
and mother discovered the amount of money she had 
spent on her telegram. 

She made her home at Chantilly now for the rest of 
the war. Mary and Maud were born there in 1863. I 
was then at Dublin, Southwest Va., and I remember 
receiving a telegram from my sister, Mrs. Tebbs, 
who was also at Chantilly, saying, " Sallie and the babies 
are doing well ; come home." I could not understand it 
and hastened to Chantilly, where I found the little twin 
cherubs, Maud and Mary. Two colored wet nurses were 
furnished for them, — one Martha, a free woman, for 
Mary, and Agnes, a slave, for Maud. When they be- 
gan to talk little Maud used to tease Mary by saying to 
her, '* Oh, you got a free Martha for your ' Mammy.' " 

In April I was appointed commandant of the Rich- 
mond arsenal and spent the last two years of the war in 
Richmond. In the winter of 1865, January, she came 
to Richmond with the children, where we had rooms and 
kept house after war style. She had many friends in 
Richmond and enjoyed her war life there, though often 



22 DR. WILLIAM LEROY BROUN 

suffering great anxiety because of the close approach of 
the enemy. The siege guns near Richmond would some- 
times make the windows of her room rattle violently. 
I remember during the Lenten season of the last year of 
the war how she enjoyed attending the early morning 
service at St. Paul's. Two weeks before the surrender, 
anticipating the near end, I put her and Mary and Maud 
in an ambulance and carried them to Chantilly. After 
the surrender I passed by Chantilly on my retreat to 
Lynchburg, and from Lynchburg returned to Chantilly, 
where I spent the summer, awaiting the decision of the 
election at the University of Virginia. She was in- 
tensely disappointed at the result. 

I then determined, after visiting Georgia and exam- 
ining the plantation, to take her and the children and try 
our fortunes there. After the surrender the only money 
we had was forty-five dollars in gold, which I gave her 
to sew up in her dress. We lived at Springhill plantation, 
in Houston Co., Ga., from November, 1865, to January, 
1867. I opened a school there and managed a plantation 
also. My life was laborious, but I never objected to 
work. She enjoyed the life, was never homesick, and 
took an intense interest in the plantation and the boys at 
school. We had ten boarders. The boys formed a 
romantic attachment for her, and were always proud of 
attending the school, mainly, I think, on her account. 

I bought some hens, and she took great interest in 
them. I remember one evening on coming home I 
found her sitting down by the hearth, with eight or ten 



DR. WILLIAM LEROY BROUN 23 

young chicks just hatched, — all dead, — and she crying 
as if her heart would break. An old negro woman had 
told her to touch each one with a little spirits of turpen- 
tine, and as she did it she put them in an old pitcher, 
to tell which she had touched, and the vapor of the turpen- 
tine had killed them. I came in just as she had finished, 
and well remember her great grief. 

There was an old African woman living on the place, 
and when she was sick I remember with what interest my 
wife would prepare something nice for her, and take it 
down to the cabin herself. Every servant on the place 
loved her and would do anything she asked of them. 

Sometimes I had to go to Macon and would leave her 
and the three children, — Roy, Mary, and Maud. At 
sundown I would leave Macon and ride all night to get 
home, and oh, the joyous greeting she would give me! 
How pure and devoted was her love, always ready to do 
anything in her power to advance my interest and that of 
the children. 

On Sunday evenings we would walk over the planta- 
tion woods, and with what delight she would pluck the 
beautiful wild flowers ! She found interest in everything 
and never complained of the fortunes of life. 

On a rainy summer day Mr. Felder brought the mail, 
which contained two or three letters informing me of 
my election to the chair of physics and astronomy in the 
University of Georgia, with a salary of two thousand 
dollars. This gave her great pleasure, and finally we 
concluded to accept. That winter my brother Conway, 



24 DR. WILLIAM LEROY BROUN 

who was declining with consumption, came to spend 
some months with us, and Annie came with him. How 
she prepared everything for him, in the best way our 
means admitted of, and how much interest she continued 
to take in his recovery! 

On January 15, 1867, we all left the plantation to go 
to Athens, Ga. I had formerly ordered furniture, and 
we were soon very comfortable, in the brick house under 
the hill below the forest on the college grounds. Then, 
on March 27, Bessie was born, and Conway was well 
enough to act as physician. Conway and Annie left us 
in April, and him I never saw afterward. What a sweet 
baby Bessie was, how much pride her mother had in 
her sweet appearance! Now I remember the bright, 
cheerful room, the curtains she made herself, and the 
joy she manifested when I came over the stile. 

Sallie was born in November of 1868, and at the 
close of the year I moved up to the brick house on the 
campus, now occupied, I understand, by Professor Wil- 
cox. Here I think we spent the happiest years of our 
lives. I was enthusiastic in my profession, and she had 
a host of friends, everybody loved her. Often have I 
heard it said she was the most popular woman in Athens. 
She enjoyed society, especially that of the young, and 
made companions of the young girls she loved. The 
days and evenings all passed away with joy and pleasure. 
Professor Morris and Mrs. Morris were added to our 
circle and she loved them both earnestly; also Professor 
Wilcox and Mrs. Wilcox and Mrs. Waddell. George 



DR. WILLIAM LEROY BROUN 25 

and Katie were both born at that house. How earnestly 
she loved her little George and how proud she was of 
him! 

Every Christmas was a season of pure, sweet happi- 
ness. How much pleasure she took in preparing the 
presents for each one! And was never satisfied unless 
she gave something to each of her friends, including 
those at a distance. She always loved Athens, loved to 
talk of it and of its people, — so happy were the days we 
spent there. 

In 1875 I accepted the position at the Vanderbilt Uni- 
versity. The trustees at the University of Georgia had 
declared all our places vacant, and she was never satis- 
fied after that to remain connected with the University. 

But before we left Athens, when Katie was a baby, 
she went to Virginia with Mr. Nelson and Mary Mor- 
ris, his wife, and left all the children with me. I urged 
her to go. The trip was all determined on in a few 
hours, and now how thankful I am that I insisted on her 
leaving all the children ! So much pleasure she had and 
so much pleasure she gave. The freedom from care and 
anxiety for the children, and the joyous greeting her 
friends gave her, and the beauty of the scenery, especially 
that of the Potomac river, all gave her so much intense 
enjoyment. When she returned she got home early in 
the morning, and was in the back yard when the servants 
raised the alarm. Then, in a moment, all rushed down 
in their night clothes and clung to her neck and covered 
her with kisses. She was so glad to get home. Of that 



26 DR. WILLIAM LEROY BROUN 

trip she always spoke with great satisfaction. How 
thankful she was that she had seen her father and all 
her and my relatives, and that she had gotten home and 
found all well! Her great heart was filled with grati- 
tude. 

Her joy of life and of friends and of what is beautiful 
was far more intense than that possessed by ordinary 
mortals. She was demonstrative to a marked degree in 
her affections, and often chided me for being too quiet 
and not showing more enthusiasm and demonstration of 
affection in meeting my friends. In her whole life she 
illustrated the power of love. She won all hearts and 
made friends with all with whom she held converse. 
Her sweet, most charming ways, oh how charming they 
were! How captivating to all! Now gone, gone for- 
ever from this present life. What would I give to see 
her again ! How blessed she made my life ! How much 
sweet happiness in this life has radiated from her, and 
spread a charm over all who were fortunate to be with 
her, to know her and to love her. I never knew any 
woman like her, — never any so lovely. She knew how 
much I loved her, and I rejoice now in everything I did to 
gratify her. I was not able to do much, but what ex- 
treme pleasure it is now to think of anything I did that 
gave her happiness ! 

But, to return: in the summer of 1875 I went to Vir- 
ginia to visit my relatives. While there I was assured 
that the position of professor of applied mathematics in 
the University of Virginia would be offered to me, if I 



DR. WILLIAM LEROY BROUN 27 

would accept. But they could not then afford to pay- 
more than two thousand dollars and a house. And be- 
fore I returned I was also assured that if I would tele- 
graph acceptance I would be invited to the Vanderbilt, 
with a larger salary. On my return, the question was 
open. I left it to her. She was very anxious to go to 
Virginia ; but thought it best, for the sake of the children, 
to go to the Vanderbilt, with a larger salary. 

That year she remained in Athens until April, then 
went to Chantilly, where she remained till September of 
1876. How well she managed everything in my ab- 
sence, living as economically as possible! I visited the 
family at Christmas, and what joy my arrival gave to 
all! Then, in April, I came to Athens and went with 
them to Augusta. She spent a happy summer at Chan- 
tilly, and soon had, by agreement. Miss Ellen Mell, Miss 
Bessie Rutherford, and Em, now Mrs. Vivian Fleming, 
to visit her, there at the old country home. She enjoyed 
everything and was the life of the company. The many 
happy, joyous days of that summer! 

I reached Nashville first, arranged the house and furni- 
ture, then telegraphed to her at Lynchburg to come on. 
I remember the warm summer night of her arrival. She 
said nothing, but she told me afterward of her sad, sad, 
lonely feeling. We lived in the McGavock street house 
two years. Our enjoyment was all within ourselves. 
Afterward we moved to our house on the Vanderbilt 
grounds, and there lived four years. She came to know 
many of the people of Nashville and became very fond 



28 DR. WILLIAM LEROY BROUN 

of them. But she never loved the Vanderbilt as she had 
loved Athens. The last year I bought her a little car- 
riage (barouche) and horse. I gave her this as a pres- 
ent when Mary was married. I never did anything in 
my life that gave her more pleasure, and to-day it gives 
me great pleasure to remember it. How true it is that 
what we give we never lose ! How pleasant now it is to 
remember every instance in which I was able to gratify 
her taste or contribute to her comfort! She often spoke 
of the carriage and the great pleasure it gave her. That 
served to make her last year at the Vanderbilt very 
happy. Nearly every evening in the spring she would 
go down to take Mary out — to give Mary and her 
friends the pleasure of a ride was for her a far greater 
enjoyment than she herself experienced in the ride, as 
much as she enjoyed it. She was supremely unselfish. 
In no way whatever did I ever know her to indicate the 
least selfishness, and there was no trait in any character 
that she so abhorred as selfishness. She had no toler- 
ance for any person who exhibited it in the least manner. 
It was so foreign to her nature ; she could not understand 
how any Christian could exhibit it. 

She had been educated as a Baptist. Her father had 
formerly been a communicant in the Episcopal Church, 
and her mother a Baptist. She was baptized by immer- 
sion by Dr. Burrows, in Richmond, Va. In Athens, Ga., 
in 1868, she was confirmed by Bishop Beck with in 
Emanuel Church. In all her life she exhibited in her 
conduct, in her thoughts as expressed in all her acts, the 



DR. WILLIAM LEROY BROUN 29 

love of Christ. Her nature was so keenly sympathetic 
that to relieve those in trouble was an impulse of heart 
which grew to be a principle of action. Nowhere did 
she know of the sick, especially if humble and poor, but 
she immediately exerted herself to make for them some- 
thing delicate to tempt the appetite, and often carried it 
with her own hands. Sickness or distress excited all 
the sweet kindness of her nature. All her life was spent 
in doing little acts of kindness to those about her and, 
above all, to those of her own household. Her heart 
abounded in the purest Christian love, and in all things 
she showed her faith by her works. A purer, more un- 
selfish, more lovely character, in all respects lovely, — I 
never knew. 

How earnestly she loved every member of her family, 
and oh, how earnestly she was beloved! No husband 
ever had a more devoted wife, no children a more lov- 
ing mother. How much we miss her, and even now, 
though eight weeks have passed to-night since she was 
called to her home in heaven, her absence, her loss, is 
still so constantly present. To me she was all in all ; — 
the light of my life, the inspiration of every hope, the 
constant joy of my life. Oh, how I loved to meet her 
on my return home from college, and so often she would 
come part of the way to meet me, or would greet me at 
the door, or would call me cheerily to her room as I 
entered the hall. Sweet, sweet memory, ever precious. 
'' But the tender grace of a day that is dead will never 
come back to me." Oh, the past, the past, what sweet 



30 DR. WILLIAM LEROY BROUN 

happiness I have enjoyed in her love, how single! how 
pure! How I loved to be with her, to sit with her, to 
help her about domestic matters, to talk with her and 
walk with her ! But now she is in heaven, a purified be- 
ing, an immortal spirit, and I am left to work, to do my 
duty. May God help me to do my whole duty faithfully. 
I go on, but I cannot help calling to mind the lines she 
used to repeat and make little George commit to memory : 

" And the stately ships go on 
To the haven under the hill, 
But oh for the touch of a vanished hand, 
And the sound of a voice that is still." 

To return to our life at the Vanderbilt. She enjoyed 
very much the society of her friends, but at times com- 
plained of the time occupied in social visiting. Her do- 
mestic duties were onerous, but no one was more skillful 
with the needle, or could do needlework more neatly or 
more rapidly. So many garments had to be made, — so 
many for each of the children. She would sit by her 
machine and work from early morn till late at night. So 
often I would beg her to stop and take rest. 

Mary was married in June, 1880, at the Vanderbilt. 
How much interest she took in the preparation of her 
trousseau; then how sad she was after Mary left; then 
the grief she felt at the death of little Saida, — the first 
death in our family. 

During the summer at the Vanderbilt, always after tea 
she would have the large wicker chair brought out in the 



i 



DR. WILLIAM LEROY BROUN 31 

front yard, then sit in the moonlight till after 1 1 o'clock, 
enjoying the beautiful flood of mellow light and the 
balmy breeze; and often she would recall verse after 
verse of poetry that was descriptive of the scene, or sug- 
gested by the occasion. Her pure spirit had an exqui- 
site enjoyment of all that was beautiful in art or nature 
or in literature, and the beautiful poetry she read in her 
childhood was remembered and could be recalled or re- 
peated without an effort. In this she was very remark- 
able; she could repeat more poetry than any one I ever 
knew, and was familiar in a far more than ordinary de- 
gree with Scott, her favorite, and with Dickens and 
Thackeray and the best literature of that character. All 
this made her charming in society. In every company 
she was the central figure, and gave a charm by her pres- 
ence to every circle, old and young. To the young she 
was especially attractive, so keenly did she sympathize 
with them in their sorrows and their hopes. 

When I left the Vanderbilt and went to Auburn, the 
change was great, but she never murmured. We were 
saving nothing at the Vanderbilt, and it was absolutely 
necessary that we should provide a home for our chil- 
dren. She soon made warm friends of everybody, — all 
loved her. On Thanksgiving day we gave a dinner to 
the students. How beautiful she looked and how all 
enjoyed the day! 

In November I was elected to the University of Texas. 
How often, how often we talked over and over again in 
regard to what was best! Both were content to remain 



32 DR. WILLIAM LEROY BROUN 

at Auburn, but we thought it was not best for our chil- 
dren. I felt it, and at last decided not to accept the po- 
sition on the salary offered, and I so telegraphed to 
Austin. But in two days the reply came that the salary 
was increased to four thousand. I brought the telegram 
home and asked, '' What shall I do ? " She and I agreed 
that I ought to accept, and I so telegraphed. It was all 
for our children, and not for ourselves. 

She had gone that spring to Chantilly to see her father, 
who was thought to be very ill, and returned about t^e 
day I was telegraphed from Texas. How well she 
nursed her father! How devoted he was to her! Just 
before we left the Vanderbilt her father came to see her, 
and how she enjoyed his visit! What extreme pleasure 
it gave her to gratify him! Everywhere she took him 
in her carriage and derived therefrom so much happiness. 
How gratifying it is now to reflect that I thus was the 
means of making so many hearts happy! 

At Auburn I planned a visit to Athens. She went 
while Maud was there, I think in February or January; 
and how much pleasure it gave her to visit her former 
friends, and how much pleasure she gave letters I have 
received testify. To-day I received a sweet letter from 
Mrs. Morris, saying how thankful she was that she had 
enjoyed the privilege of seeing her and talking with her 
and how young and beautiful she looked. 

Oh, what a treasure was mine ! How precious above 
all else on earth is her memory. 

The surroundings at Auburn were not attractive, but 



DR. WILLIAM LEROY BROUN 33 

we enjoyed many pleasant walks, and the people were 
kind, — abounding in kindness. The vacation was spent 
in pleasant, quiet, domestic enjoyment, looking with no 
pleasure to our anticipated temporary separation till 
Christmas, by which time I expected to rent a house and 
move all my family to Austin. 

I left Auburn for Texas on Wednesday, August 28, 
in the afternoon, near sundown. I kissed George and 
Maud, the other children went to the depot with me, 
and there I gave her a sorrowful, sad, and, as it proved 
to be, farewell kiss. Oh, my God! how well I remem- 
ber her sad, sad expression, all showing heart sorrow, 
yet trying to be brave; submitting so calmly, hoping, 
praying that God would bless us and grant us many 
years of happiness and usefulness! Brave, gentle, true, 
loving, loyal, devoted wife! words are inadequate to ex- 
press my heart appreciation of all thy sweetness, of all 
thy excellency. Sweet, angelic spirit! if permitted to 
commune with those on earth, grant me a foretaste of 
that sweet communion which, with the blessing of God, 
I firmly hope shall be ours forever and forever. 
Austin, Texas, December 28, 1883. 



After recovering from a severe attack of the jaundice, 
I left Auburn, Ala., on Monday, August 18, to visit the 
industrial colleges of the north, in reference to similar 
work here. All my children were well, and all insisted 



34 DR. WILLIAM LEROY BROUN 

on my going, urging that the trip would be of benefit to 

me. 

My darling child, Sallie, was bright and happy, — in 
perfect health. The day after I left home she was 
taken sick, to all appearances with an extremely mild 
attack of typhoid fever. No letters from home spoke 
of her sickness, and I continued my journey to New 
York, entirely ignorant of any sickness at home. The 
doctor thought she would be well, or nearly so, by the 
time I returned. On our return (my son Roy was with 
me), at Louisville, Ky., about ten o'clock in the even- 
ing on Wednesday, September lo, a telegram was 
handed me on the cars, saying my dear daughter Sal- 
lie was dead. She whom I had just left so abounding 
in health, so full of happiness, so beautiful, so lovely, I 
was never to see again on earth. No words can express 
our deep, deep sorrow. The earth and all that made it 
attractive seemed passing from under my feet. 

She was not regarded ill until Saturday, the sixth. 
On Monday, the eighth, she was very ill, and telegrams 
were sent everywhere to find me. I was then on my 
way home, and hence failed to receive any of them. 
On Saturday she was regarded ill; on Sunday she was 
delirious. The disease had violently attacked her brain. 
She thus continued unconscious, with momentary lucid 
intervals. Surrounded by her sisters and kind friends 
of Auburn, she quietly passed from earth to heaven at 
twenty minutes after twelve at night. On the morning 
of Wednesday, Sept. lo, I telegraphed to delay the burial 



DR. WILLIAM LEROY BROUN 35 

until my arrival. I met Mr. Ordway, with George and 
Mary, at the depot in Nashville, and brought George 
with me. We reached Auburn at half-past eleven 
Thursday night, and met my sorrowful, afflicted chil- 
dren, quietly awaiting our arrival. The body of our 
darling Sallie, enclosed in a coffin, was resting in the 
parlor, where just ten months before lay the body of her 
sainted mother. On Friday morning at ten o'clock, she 
was laid beside her dear mother and her grave covered 
with sweet flowers. 

She was, in my eyes, surpassingly beautiful, and all her 
actions showed her to be unconscious of her charm and 
beauty. She had not yet passed her sixteenth sum- 
mer, full of present happiness and of promise for future 
usefulness and enjoyment. All the charming grace of 
manner and beauty and loveliness of countenance of her 
mother she inherited in a remarkable degree. Her love 
for her brothers and sisters and for her mother and 
father was not ordinary, but intense. I well remember 
after her mother's death, when I had to leave for Texas, 
how earnestly and long she embraced me, so full of in- 
tense love; and when I returned her joy was in every 
way manifested. She seemed happier when close by my 
side. Often I walked to the cemetery with Bessie and 
Sallie, one on either side, and placed flowers on their 
mother's grave. Just the summer before I left Auburn 
for the north, we all three walked there together, and 
the next time I was there was to stand by the grave of 
my darling daughter. 



36 DR. WILLIAM LEROY BROUN 

We miss thee, my precious child, morning, noon, and 
eve; thou wert so full of sweet promise, so kind, so lov- 
ing to all, so bright, so much beloved by brothers, sis- 
ters, by all; a sweet, precious, daughter, how earnestly 
I loved her; how we all loved her! Our Heavenly 
Father took her to her home in Heaven to be with her 
sainted mother, and to us are left alone such sweet, 
precious memories. Not a single recollection of mother 
or daughter but is cherished as precious, — sweet mem- 
ory of the past, — to comfort me and be with me all my 
remaining days. 

Mother was confirmed by Bishop Beckwith, in 
Georgia, and my darling Sallie by Bishop Wilmer, in 
Auburn, Ala. 

May the sweet memories of dear mother and daughter 
ever abide with us, and may their spirits commune with 
us here on earth until God calls us to unite again with 
them in the home of the blessed. 

William LeRoy Broun. 
Auburn^ Ala., September 22, 1884. 



FROM A BIRMINGHAM NEWSPAPER, 189I 

They are doing a great work at the Agricultural and 
Mechanical College at Auburn. There are over two 
hundred and eighty names on the catalogue, and the 
college was never so prosperous and never so useful. 
The technological department is especially interesting, 
the students displaying remarkable skill in wood and iron 



DR. WILLIAM LEROY BROUN 37 

work. The engine and dynamo which supply the elec- 
tric light were made by the boys, and the visitor is shown 
numberless evidences of their skill in other directions. 
To the visitor, Auburn's chief charm lies in its sociability. 
The entire village, including the temporary inhabitants, 
in brass-buttoned uniforms, seems to be made up of one 
large family. Everybody keeps '' open house '' all the 
year round, and the very gates to the front yard are 
kept ajar to save the trouble of the constant opening 
and shutting to which they would be subjected. The 
students are thus kept constantly under home influences, 
and the result is most happy. And the wanderer from 
the outside world is made to feel welcome to the tree- 
embowered homes of " sweet Auburn," and there he 
would fain linger awhile and praise the gods for the 
good things set before him. There is more of human 
kindness, of human fellowship, of human sympathy, of 
human refinement and intelligence in that quaint and 
happy college town of Alabama than in almost any other 
community which one calls to mind. There is less of 
humbug, less of sham, less of veneering, less of unholy 
pretense there. Those shady streets echo more laughter, 
and those lovely homes give one more light than one 
finds in communities that cry aloud their vulgar pinch- 
beck wares of assumed greatness. It is a pity that every 
man who has a son at Auburn doesn't go there and 
" bide a wee." 

President Broun, of the Auburn College, is a grand 
man. It is safe to say that there is no nobler educator 



38 DR. WILLIAM LEROY BROUN 

in the South. Alabama has not had an abler in a gen- 
eration, if it ever had. He is a man whose soul is in his 
work, and added to his great learning is his rare ad- 
ministrative ability. Dr. Broun is like a father to those 
hundreds of boys, and there is not one among them who 
does not love and reverence him. He is doing a greater 
work than is in the power of any politician, and how en- 
viable his position ! Sturdily and bravely he goes on his 
way, and the world is the better because he is a part of it. 



A LETTER FROM JUDGE EMORY SPEER 

Macon, Georgia, 
March 31, 1896. 

My dear sir: 

I have received your letter inviting me to deliver the 
commencement address this year for the great institu- 
tion over which you preside. I am very grateful for 
the compliment the invitation implies, and especially be- 
cause it came through you. I know of no man any- 
where whom I am more anxious to serve. It is, how- 
ever, true that from Monday next, until after your com- 
mencement, I shall be in New Orleans as a member of 
the circuit court of appeals. I have received the printed 
calendar of cases assigned, together with letters from the 
clerk of that court, satisfies me that I will have no time 
either to devote to the preparation of such an address 
as would be appropriate to your important occasion, or 
indeed to depart from the sessions of the court itself. I 



DR. WILLIAM LEROY BROUN 39 

have delayed replying to your letter with the hope that 
I might see my way clear to a reply more in consonance 
with my own wishes, but I am at length reluctantly con- 
vinced that I must decline. I beg, my dear Professor, 
that you will convey to the Faculty my high sense of 
the honor they have conferred on me and the unfeigned 
regret with which I must decline it. 

I perceive that I have called you " Professor." You 
will pardon me, I know. Some of the brightest and hap- 
piest recollections of my life exist in my memory of the 
" Professor," and not of the " President." In both 
characters you richly enjoy, permit me to say, the love 
and veneration of those whom your unselfish, distin- 
guished labors and your kindly counsel have aided in the 
journey of life. May you, my dear sir, ever enjoy the 
serene and radiant happiness so well deserved by one 
who has consecrated his noble life to the service of his 
fellow-men. 

With warmest afifection and esteem. 
Faithfully your friend and pupil, 

Emory Speer. 
PtiESiDENT William LeRoy Broun, 

Auburn, Alabama. 

THE GREAT TEACHER 

" ' Dr. William LeRoy Brown, president of the Ala- 
bama Polytechnic Institute, at Auburn, is visiting his 
daughter, Mrs. Frederick A. Fulghum, 2700 South 
Twenty-Seventh Street.' 



40 DR. WILLIAM LEROY BROUN 

" That was the way the linotype machine sought yes- 
terday to obscure the fact that the oldest, the most suc- 
cessful, and the most honored college president in the 
South, Dr. William LeRoy Broun, was in Birming- 
ham, visiting his charming daughter, Mrs. Fulghum," 
said an old student. " It would be interesting to know 
how many times Dr. Broun's honored name has been 
misprinted during his brilliant career of great useful- 
ness, which now covers more than fifty years. There 
was a time when that sort of thing annoyed the greatest 
of all the Alabama educators, but Dr. Broun doesn't 
care now; he knows that his name is spelled correctly in 
fame's illustrious company, and that it sounds clearly 
and truly in the hearts of thousands of good men who 
largely owe their places in public esteem to his teaching. 
It may well be doubted if any other man has lived in 
the South whose noble life resulted in such wide and 
deep general good as the life and work of William Le- 
Roy Broun. In faithfulness, modesty, brave worth, and 
wisdom this Old Man Educator is one of the most splen- 
did figures of our South; and he has ever been great in 
goodness, in charity, in sweetness of life, and in that in- 
effable charm which comes of great learning in a calm 
mind." 

FROM THE Alumni Bulletin of the 

UNIVERSITY OF VIRGINIA, JULY, ig02 

Of the students whom I found here in 1849 there were 
many who became prominent in after life, and several 



DR. WILLIAM LEROY BROUN 41 

who achieved national fame. High up among these 
must be written the name of William LeRoy Broun. He 
entered the university in 1848, and in two years was 
graduated with its highest honor, the degree of master 
of arts. 

When I entered in 1849 I heard much of his high 
standing, and heard it with pride, because he came from 
my own county of Loudoun, although I had never met 
him before. He was not only known for his uncommon 
talents and success in his studies, but he was regarded 
by his comrades as a splendid fellow socially, as ready 
for the jest and the pipe before the dormitory fire as for 
the blackboard and the professor's queries in the lec- 
ture-room. He passed so easily from the grave to the 
gay that each seemed to be his natural frame. Who 
that knew him can ever forget his cheery laugh, his quick 
apprehension of a good point, his ability to give as well 
as to receive a witty sally. He was one of the best- 
liked students of his time. I never heard an ill-natured 
remark of him or from him. These two facts may have 
the relation of effect and cause. 

Like all generous students, he had a warm regard for 
his faithful professors. This he retained through life. 
The men who taught him were worthy of their succes- 
sors. No future distinguished occupants of these chairs 
need blush for their predecessors of 1850, who did such 
honest, manly work here, at a time when the university 
had by no means the advantages it now enjoys. Har- 
rison, Courtenay, the two Rogerses, McGuffey, and 



42 DR. WILLIAM LEROY BROUN 

Scheie De Vere would have made any institution in the 
land notable. LeRoy Broun had, I think, an especial 
respect, warmed by love, for Courtenay, to whom he 
owed, perhaps, his preference for and power in mathe- 
matics. Years afterward, when the estate of his be- 
loved preceptor was administered, among the articles 
offered for sale by the executor were the manuscript and 
printed courses of lectures given by Mr. Courtenay, in- 
cluding several large rolls of cotton cloth upon which the 
professor had, with infinite labor, stenciled the entire 
courses of descriptive and analytical geometry and 
calculus. All these were eagerly bought by LeRoy 
Broun, glad tO' have these touching memorials of an 
honored benefactor and to preserve them with a tender 
care. Alas, how mixed are tears and smiles in this 
life! These precious sheets, when the war came on, 
were stored in Hanover, at his father-in-law's. Dr. Flem- 
ing's. With what irresistible fun, nigh unto tears, did 
Colonel Broun afterward relate that when cotton be- 
came so scarce that negroes were in danger of being 
compelled to resume the primitive garb of their African 
ancestors, Dr. Fleming was obliged to invade the sacred 
deposit, and soon the pickaninnies were tumbling about 
with so much calculus and geometry on their backs that 
an observant traveler might have reviewed no inconsid- 
erable part of his mathematical education in a ride 
through the farm. 

After graduation in 1850, Broun chose for his life- 
work the honorable and then uncommonly well paid pro- 



DR. WILLIAM LEROY BROUN 43 

fession of teaching. First in Mississippi, then in 
Georgia, he filled a professor's chair. At Athens he was 
associated with his life-long friend, Charles Scott Ven- 
able. They were both enamored with the honor system, 
the written examinations and school dependence of their 
alma mater. In their youthful enthusiasm they wished 
to introduce these features into Franklin College. They 
did not sufficiently allow for the inertia of settled cus- 
tom and Southern prejudice against innovation. While 
unsuccessful then, the seed they sowed has since borne 
its fruit, and the changes, we believe, have all been made. 
Retiring from Georgia, Professor Broun, in conjunc- 
tion with Willoughby Tebbs, opened a high school at 
beautiful Bloomfield, west of Charlottesville. This was 
growing in power and usefulness when the Civil War 
put an abrupt end to nearly all the arts of peace. He 
soon entered the service of the Confederacy, and after 
no long interval was placed in an office for which he was 
peculiarly fitted, and in which his services were inval- 
uable. Of these services one will presently speak who 
knew them well and can write with authority. 

After the war Colonel Broun again engaged in teach- 
ing. Professor's chairs in several institutions awaited 
his choice. At Athens a second time, at Vanderbilt, at 
Auburn, at Austin, Texas, and at Auburn again, he 
gave full proof of his ability as a teacher and his worth 
as a college officer. Of these relations an honored as- 
sociate of his will speak, with a full knowledge and a 
full heart. 



44 DR. WILLIAM LEROY BROUN 

After leaving Austin, Colonel Broun finally reached 
the place where his greatest renown was to be achieved 
and his greatest public service to be rendered. He re- 
turned to Auburn and assumed the control of the Agri- 
cultural and Mechanical College of Alabama. His 
friends may turn with pride to the astonishing history 
of this institution since that date. It was a Herculean 
task he undertook. Without State aid, to erect build- 
ings, equip them with ample, costly apparatus, assemble 
a competent faculty, direct and coordinate their labors, — 
do such work and turn out such graduates as to win the 
confidence of the public; to adapt honest, thorough 
teaching to imperfectly prepared youths ; silently to raise 
the standard, without discouraging them; to stimulate 
and support the teachers, while restraining their en- 
thusiasm to moderate demands on their pupils. All this 
apparently impossible coordination of imcompatible con- 
ditions he accomplished; and did it so that his students 
loved him and loved their work and did their best. His 
trustees grew to confide so completely in his wisdom that 
it is said they merely met to register his conclusions. 
The people of Alabama held him in growing honor. 
They mourn his loss as perhaps they have mourned no 
other of the great teachers who have distinguished their 
commonwealth. 

The University of Virginia may well join in this sor- 
row, for among the many sons, who, side by side with 
students possessing wealth or powerful friends, have 
borne of! her highest honors, there is no one who has 



DR. WILLIAM LEROY BROUN 45 

more fully exemplified her lessons of thoroughness, 
truth and honor than William LeRoy Broun. 

Francis H. Smith. 



BY J. W. MALLET 

The writer's personal knowledge of Dr. Broun was 
limited to two comparatively short periods in his life, — 
namely, the last two years of the Civil War and the 
one year which he spent at Austin, Texas, as professor 
of mathematics in the then newly established University 
of Texas. 

In 1862 he was superintendent of the Confederate 
States' armory, at Holly Springs, Miss., as shown by 
the official papers preserved in the War Records Office 
at Washington; and in June, 1863, he became superin- 
tendent of the Confederate arsenal at Richmond, Va., re- 
maining at that post to the close of the war. The duties 
of the position were arduous and important, not only 
because they involved provision for nearly all the ord- 
nance supplies of the army of Northern Virginia as well 
as for occasional large demands from other forces, but 
also by reason of the close relation in which the Rich- 
mond arsenal stood to the Tredegar Works, — the only 
first-class machine shops available for Confederate ord- 
nance, railroad, and miscellaneous purposes after the 
loss of the Leed's Foundry on the fall of New Orleans. 

At each of several principal ordnance establishments 
in the South, there being a number of good soldiers de- 



46 DR. WILLIAM LEROY BROUN 

tailed from field service on account of their skill as me- 
chanics and artisans, these were organized, armed and 
drilled as companies and battalions for local defense, and 
on several occasions these forces v^ere called out on active 
service, v^hen attack by the enemy v^as made or threat- 
ened. 

Dr. Broun was lieutenant colonel in command of the 
Fifth Virginia Battalion for Local Defense, and as such 
he was, it is the impression of the writer, at least once 
thus called out on the occasion of the cavalry raid aimed 
at Richmond by Kilpatrick and Dahlgren in March, 
1864. Communication with him on the part of the 
writer during 1863-4-5 was mainly limited to official 
correspondence, — of which there was a good deal, — 
with a few interviews when the writer came to Richmond 
to report personally to the chief of ordnance, at the head 
of this bureau of the War Department, General Josiah 
Gorgas. General Gorgas was an able and efficient offi- 
cer, educated at West Point and serving in the ordnance 
department of the U. S. army before the Civil War; 
vigilant and vigorous in the conduct of the important 
work with which he was charged by the Confederate 
government; quiet and patient amid the almost over- 
whelming difficulties which hampered his efforts; firm, 
just, and kindly in his relations with his subordinates, 
most of whom had come from civil life to deal with the 
perplexing demands of extemporized military forces for 
material of war on a large scale in a country shut in by 
blockade and most scantily provided with manufactur- 



DR. WILLIAM LEROY BROUN 47 

ing resources. He had a high opinion of the value of 
Colonel Broun's services, — his steadiness, organizing 
ability, control of men, and resourcefulness in facing 
difficulties. Naturally, there was no officer in charge 
of a Confederate arsenal whose work was so immedi- 
ately and constantly under the eye of his chief as that of 
Colonel Broun. Being in Richmond, the latter was at 
the same time in responsible command of the important 
arsenal there, and practically stood in a relation much 
like that of an informal chief of staff to General Gorgas. 

When it was decided that the number of young ord- 
nance officers should be increased, in order to fill sub- 
ordinate positions at the arsenals and with the brigade 
and division staffs in the field, provision was made for 
competitive examinations for these appointments, and 
Colonel Broun was one of the three or four officers 
charged with preparing papers, — a duty for which he 
was well fitted by his mathematical knowledge and his 
previous experience as a teacher. 

In 1883 he left the Alabama Agricultural and Me- 
chanical College, to which he had gone some time before 
from the Vanderbilt University at Nashville, Tenn., to 
become a member of the first corps of teachers of the 
newly established State University of Texas, taking 
charge of the school of mathematics. As members of 
this faculty he and the writer were associated for a 
single season, — that of 1883-4. He proved himself a 
painstaking and successful teacher, ready to recognize 
the good spirit and encourage the desire for knowledge 



48 DR. WILLIAM LEROY BROUN 

shown by most of the pupils who placed themselves un- 
der his guidance, and ready also to make allowance for 
the poor preparatory training which many of them had 
had. In regard to the numerous questions which called 
for consideration and settlement in getting the new in- 
stitution under way and establishing rules for its man- 
agement, Dr. Broun could always be relied upon as a 
prudent, sensible, and well balanced adviser; and in all 
personal relations he was a frank and kindly friend. 

During the year spent at Austin he was under a heavy 
cloud of sorrow because of the death of his wife, to 
whose coming to join him in Texas he had looked for- 
ward with so much hope that the unexpected news of 
her death came as a grievous blow. This event over- 
shadowed the latter part of the session, after the close 
of which the writer had but once or twice an opportunity 
of seeing again him whom it is pleasant to be able to re- 
call in memory as a friend and comrade. 

J. W. Mallet. 



BY MILTON W. HUMPHREYS 

It was my good fortune to be a colleague of Dr. 
William LeRoy Broun at two great institutions of learn- 
ing. In 1875 we both were called to Vanderbilt Uni- 
versity, and in 1883 to the University of Texas. In 
each case the institution was just entering upon its ex- 
istence, when it is of so great importance that no errors 
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DR. WILLIAM LEROY BROUN 49 

should be laid for subsequent years to build upon, since 
the students of each session in large measure transmit 
their general characteristics to those of the following 
session. Nb more suitable man than Dr. Broun could 
have been selected for this responsible work. To give 
an account of what he did at those institutions would be 
almost to write a history of the minutest details relating 
to the courses of studies, requirements for degrees, meth- 
ods of discipline and instruction, and the countless other 
things that go to make up the practical working of a 
university. 

But not only as an organizer did he render invaluable 
service, but as a skillful teacher who devoted his faithful 
attention to the instruction of his pupils, and as a pro- 
fessor who never neglected any duty that devolved upon 
him as a member of the faculty. What guided him both 
in the direction of his own individual work and in the 
deliberations of the faculty was the greatest good to the 
student body. The question with him was not " What 
will most please the students ? " nor " What will bring 
us most students?" but "What is best for the young 
men now in our care ? " With his prolonged experience 
in educational matters he was still not so wedded to any 
policy as to be incapable of changing his views. Him- 
self a member, for instance, of a Greek letter fraternity, 
he believed that their influence was bad, especially upon 
the literary societies, which he thought should be made 
as efficient as possible. Accordingly he strongly advo- 
cated prohibiting fraternities from the start, and this 



50 DR. WILLIAM LEROY BROUN 

policy was adopted. But as soon as it was discovered 
that demoralizing evasions and subterfuges were being 
resorted to by young men, who, after all, did belong to 
active fraternities, he was among the first to favor aban- 
doning the fight against them, on the ground that it was 
doing more harm than good. His capability of looking 
at all sides of a question is illustrated also by his attitude 
on another question. The method of reporting grades 
of students to their parents and of recording them in the 
books of the university was under consideration, and 
some of the professors strongly favored the system of 
relative grades (showing each student's position in his 
class) as being adapted to stimulate young men to great 
exertion. Dr. Broun made a firm stand against this 
system, pointing out the fact that both the successful and 
the unsuccessful aspirants for " honors " were injured by 
the result, the former perhaps even more than the lat- 
ter. As a consequence no competition was allowed in 
the classes at Vanderbilt ; and when he went to the Uni- 
versity of Texas, one of the first measures adopted was 
a resolution of his that no honors based on competition 
should be conferred by that institution. His position on 
this subject was, no doubt, determined partly by the fact 
that he was in a high degree humane. He did not think 
that the temporary exultation of the very few, resulting 
too often in an ill founded self-esteem, at all compen- 
sated for the humiliation and mortification of the many. 
This humane feeling pervaded his whole life and being. 
He took the most charitable view of faults that the cir- 



DR. WILLIAM LEROY BROUN 51 

cumstances rendered possible, and was always ready to 
contribute what he could to the alleviation of suffering. 
When on one occasion a colleague was for a long time 
so ill that his life was despaired of by experienced phy- 
sicians, Dr. Broun frequently spent the whole night sit- 
ting in the room of sickness, and not rarely members of 
his family would bring quantities of beautiful flowers to 
cheer the sufferer. His thoughtful attention in these re- 
spects exceeded those of all other neighbors combined. 
This kindness of heart was specially manifested in his 
devotion to his family. His chief aim in life was to 
make his wife and children happy. The bitterest lan- 
guage I ever heard him use was when the failure of a 
life insurance company swept away all his savings. It 
was not the first time he had suffered the same calamity. 
His bitterness was expressed, not against the wrong done 
him, but against the harm done his family. 

When he went to Texas he left his family temporarily 
in Alabama. Not long after the University of Texas 
opened its first session he received a telegram one morn- 
ing simply announcing the illness of his wife. He did 
not debate for a moment what to do. While we were at 
Vanderbilt I had taken charge of his classes while he 
removed his family and effects to Nashville, and at the 
University of Texas a young man assisted both Dr. 
Broun and myself, so that he naturally turned to me to 
look after the interests of the young men and women in 
his school. He simply turned over to me the manage- 
ment of his classes, with the request that I should do the 



52 DR. WILLIAM LEROY BROUN 

best I could for them, and prepared to take the first train 
to Alabama. In the meantime I received a telegram 
saying that Mrs. Broun had passed away, and requesting 
me to break the news to Dr. Broun. This was one of 
the most trying duties I ever had to perform ; and when 
finally I told him, as gently as I could, that all was over 
he was as much affected as a little child. 

The death of Mrs. Broun determined his subsequent 
career. Though elected chairman of the faculty for the 
next season, he could not persuade himself to take his 
young, motherless daughters from among old friends 
and place them among absolute strangers; so, to the 
great disappointment and even discouragement of the 
rest of the faculty, he resigned both the chairmanship 
and his professorship. 

Perhaps the most marked characteristic of Dr. Broun 
was his equanimity. He was absolutely imperturbable. 
Many illustrations of this quality might be cited; but I 
must forbear, and simply say that, in my opinion, his 
enormous influence for good was largely due to this rare 
quality, possessed in so high a degree. 

In conclusion I wish to say that I esteem it one of the 
great privileges and advantages of my life to have been 
long and intimately associated with Dr. William LeRoy 
Broun. 

Milton W. Humphreys. 



PERSONAL LETTERS AT THE TIME OF 
DR. BROUN' S DEATH 

FROM HIS DAUGHTER, MRS. FULGHUM 

Auburn, Ala., 
January 27, 1902. 
My dearest Aunt Sue: 

Poor dear Aunt Annie has not felt able to write you 
to-day, and we are anxious for you to know some of the 
particulars of our precious father's death. 

Mr. Fulghum, the baby, and I were all at home for the 
Christmas holidays, and Papa seemed so well and so 
bright, taking such an interest in everything, such a 
pleasure in having little Vivian with him and in watch- 
ing her childish joy over Santa Claus. I am so thank- 
ful I had this last opportunity of being with him. 

Bessie says for a few days previous to his death he 
had not been well, but had not missed a moment at 
college, attending to every duty in detail ; and no uneasi- 
ness was felt, as he so often had these attacks of indi- 
gestion. 

Wednesday night Bessie says he told her he felt bet- 
ter and thought he was getting all right. Thursday 
morning, the cook being sick, Bessie was out in the 
kitchen trying to get Papa's breakfast ready and Sallie, 
Mamie's daughter, had gone into Papa's room to help 
him finish dressing, as Bessie usually did. As Sallie 
came in he asked her where Bessie was and how she 

53 



54 DR. WILLIAM LEROY BROUN 

felt. He said he felt pretty well and went on with his 
dressing in the most natural manner. He had put on 
his collar, tie, watch, attending to each little detail of his 
dress, when Sallie asked him to let her tie his shoes. 
He would not let her, but tied them both himself, and 
as he finished the last one he staggered and caught hold 
of a chair. Sallie caught him, thinking he had stumbled. 
As she caught him he gave way and she eased him to the 
floor and ran for Bessie, thinking he had fainted. He 
did not utter a sound nor give the least sign of pain. 

When the doctor reached the house the noble spirit 
of our father had flown to its everlasting rest. 

We consider his death was a mere fulfillment of his 
wishes. Life would have been so bitter to him, had he 
been made inactive by any lingering disease. Brother 
says it is very possible, from the nature of things, that 
his death may have occurred from the rupture of a blood 
vessel. This might have caused him to be bedridden. 
See what God in His mercy has spared him. We have 
nothing to grieve for, only all to be thankful for in his 
noble and grand life and beautiful death. 

It is so hard to realize that Papa is gone, — Papa who 
has been with us always, — a mother and father, too, 
since Mama's death, — but I feel that he is taking so 
joyfully his well earned rest with God and his beloved 
ones gone before. 

Aunt Annie has borne up wonderfully. Dear Aunt 
Annie, we all love her so devotedly and could not do 
without her, — she has always been the sweetest solace 



PERSONAL LETTERS 55 

and comfort to us in sorrow and has shared so feeHngly 
our joys. She will write you definitely of their plans, 
but for the present Bessie will keep open the home and 
all will go on as usual. Aunt Annie has such sweet 
associations here that she will be happier with Bessie 
than anywhere, else I'd claim her. But if the home is 
broken up, she will come to me. 

Love for all of you. I wish you could have been with 
us in our sorrow, for you loved dear Papa so much. 

Write to Aunt Annie when you can. 
Devotedly your niece, 

Kate B. Fulghum. 



FROM PROFESSOR MILTON W. HUMPHREYS 

University of Virginia, 
Charlottesville, Va., 
January 28, 1902. 
My dear Colonel Broun: 

My first information of the death of your honored 
and distinguished brother was obtained from an article 
in the Charlottesville Daily Progress, of last Saturday. 
Strange to say, the article was headed " Col. Wm. Le- 
Roy Brown," but in the body of the article the name 
was spelled correctly. If I can procure it, I will send 
you a copy of the paper. The outline of his life in the 
article is very defective, omitting entirely his connection 
with the University of Texas. 

I suppose that I was better acquainted with Dr. Broun 
as an educator, and possibly as a mature man, even 



56 DR. WILLIAM LEROY BROUN 

than you, his own brother. He, Joynes, and I drew up 
the whole course of study and formulated the details of 
administration for Vanderbilt University. There we 
worked together for seven years. His wife and mine 
(a daughter of Chancellor L. C. Garland, of Vanderbilt) 
were also very intimate friends, and I think some con- 
nection existed between them. At Austin it devolved 
upon me to break to him the news of the death of his 
wife. What you say of him as an educator and what 
the articles you send say of him as a man and an edu- 
cator are true beyond the possibility of question. 

In those days I still kept up my mathematics a little, 
and when Dr. Broun was removing his family to Nash- 
ville I conducted his school in addition to my own. So 
when he was called to Auburn by the death of his wife 
he simply turned over his classes to me to look after and 
have them provided with instruction. Though I had at 
Austin both Latin and Greek, I took personal charge of 
his more advanced classes in mathematics during the 
month he spent away. During this time he corre- 
sponded with me and directed the work. These are 
merely some of the incidents which brought him and 
me together. I have never known a man to whom I 
was more devoted as a friend, nor whose genius and effi- 
ciency as an educator I more admired. 

I do not know whether you ever learned of the death 
of my wife on the thirteenth of last April. She was 
visiting her sister at the University of Alabama when 
she died suddenly. 



PERSONAL LETTERS 57 

Please present my highest regards to all your people. 
Yours sincerely, 

Milton W. Humphreys. 



FROM DR. EDWARD S. JOYNES 

At the Memorial Exercises held in honor of Dr. 
Broun at the Alabama Polytechnic Institute in Auburn, 
Alabama, June, 1902, the following letter from Professor 
Edward S. Joynes, of .the South Carolina College, at 
Columbia, to Professor C. C. Thach (the new president) 
was read and made part of the published proceedings 
then held at Auburn. 

South Carolina College, 
Department of Modern Language, 
Columbia, S. C, January 25, 1902. 
My dear Professor Thach: He was the friend of my 
youth — of my maturer life — and of our common old 
age. When I entered the University of Virginia in 
1850 LeRoy Broun was already an advanced student. 
Our intimacy of friendship and sympathy, then begun, 
has never ceased. For a few years we were colleagues 
in the Vanderbilt University, which drew us still more 
closely together. Among the friends of our youth he 
and I had remained, almost alone, survivors until now. 
His death severs one of the last bonds that yet bound me 
to the days of my student life and younger manhood 
and work as a professor; and in him I feel a personal 
loss which cannot be repaired. 



58 DR. WILLIAM LEROY BROUN 

In all these years, — more than half a century, — I 
have loved, admired, and honored him. For many years 
I have regarded him as the foremost representative 
among all the survivors of his generation of the ideal 
type of the Southern gentleman, scholar, and teacher. 

In my long career I have been privileged to know 
many men, in my own profession, of high gifts and com- 
manding character and influence. At the head of them 
all, — along with one other, who was a pupil of his, — I 
have placed William LeRoy Broun. Able, wise, and 
good, brave as a lion, yet gentle as a woman ; modest as 
he was great, generous friend and wise counselor, 
patriotic and far-sighted, progressive yet prudent, ut- 
terly incapable of any narrow or selfish thought, and 
personally as sympathetic and tender as he was strong 
and self-reliant, — he lives in my heart and memory as 
the man, the teacher, the leader most worthy to be loved 
and trusted and followed. No eulogy, no monument can 
portray his services. He will live in what he has done; 
yet, most of all, in what he was. Mississippi, Virginia, 
Georgia, Tennessee, Texas, Alabama, owe him incal- 
culable debts. And we all who have known him, and 
his thousands of pupils all over the South, will ever 
cherish his memory and his example. Please convey to 
his family and to your faculty this feeble expression of 
my love and sorrow, in which Mrs. Joynes unites. 

Yours faithfully, 

Edward S. Joynes. 



PERSONAL LETTERS 59 



FROM DR. CHARLES C. THACH 

Alabama Polytechnic Institute, 
Auburn, Ala., 
Office of the President, 
March 8, 1905. 
My dear Sir: 

I thank you very cordially for the notes on the Broun 
family and their kindred. I assure you that I am inter- 
ested in any information on this subject. 

I take pleasure in sending you a reprint from the Ala- 
bama Historical Society publications of my first ar- 
ticle on Dr. Broun. I think you have it in effect already. 

You perhaps are aware of the fact that we have hang- 
ing in our president's office here a very excellent oil 
portrait of the Doctor. 

I can very accurately say that my admiration for his 
wisdom, character, and learning continually increases. 
I have found it a most questionable policy, — and cer- 
tainly one always demanding the most careful consid- 
eration, — to make the least variation in his policy con- 
cerning the college. He had tremendous power of 
analysis and insight into the outcome of his plans. 
With best wishes, I am, 

Yours sincerely, 

Charles C. Thach. 
Major Thomas L. Broun, 

Charleston, W. Va. 



6o DR. WILLIAM LEROY BROUN 

FROM PROFESSOR C. L. C. MINOR 

1002 McCuLLOH Street, 
Baltimore, Md., 
February 9, 1902. 
Thank you, dear Major Broun, for sending to me the 
circular about the death of my dear old friend, your 
brother LeRoy. Of course I had seen the announcement 
of it and grieved to know of it. 

May I venture to suggest that any permanent record 
of his career should not fail to contain and make promi- 
nent his wonderful work in the Confederate States ar- 
senal in Richmond? You know he kept our army fit to 
meet the best equipped army the world had ever seen, 
though on our side everything had to be made from the 
egg. From mining iron and coal to growing peas on 
rented land and making lubricating oil for his machin- 
ery — he did it all. 

Yours very truly, 

C. L. C. Minor. 



FROM PROFESSOR C. L. C. MINOR 

1002 McCuLLOH Street, 
Baltimore, Md., 
March 27, 1902. 
Dear Major: 

George Fleming has sent to my sister a lot of news- 
paper clippings, not one of which refers to the brilliant 
achievements in the Confederacy of my dear old friend, 
your brother LeRoy. 



PERSONAL LETTERS 6i 

Colonel Wilcox iBrown is the only person I can recall 
that knows all about it, and he is able to record it in ex- 
cellent shape. After Jackson and Lee no man that 
served under President Davis was a more necessary part 
of all that was accomplished than Colonel LeRoy Broun. 

Now that the Yankees are learning to know the splen- 
dor of our people's achievements and are trying to claim 
a share in them as " Americans," we will surely claim for 
our own heroes the mead of honor. 
Yours truly, 

C. L. C. Minor. 



FROM C. F. ORDWAY 

MURFREESBORO, TeNN., 

February 4, 1902. 
My dear Sir: 

I thank you very much for the careful reprints of the 
articles concerning the life and the work of Colonel 
Broun ; I will file them away for Mary to read when she 
returns home from Auburn. 

Having two sick children, I remained at home so that 
Mary could be with her dear people at this sad time. I 
so desired to look upon the brave, noble face, resting in 
perfect peace after life's work well done, — the face of 
the noblest man I ever knew, the most unselfish, a 
Christ-like philosopher in his self-abnegation, in his de- 
votion to high duty. 

He was as modest as a true woman, and the South is 



62 DR. WILLIAM LEROY BROUN 

but beginning to learn that William LeRoy Broun was 
her wisest educator. Following new and original meth- 
ods, his genius was both creative and executive; he 
builded so wisely, so surely, seeming never to retrace his 
steps but always to go forward. Yet, withal, so 
modest, so engrossed in his noble work, so very happy 
in making those around him happy, so peacefully en- 
wrapped in his lofty but practical ideals, that he sought 
not the applause of the large world. He was happy in 
the consciousness of duty well done, laboring like a 
spiritual giant for the good of the common people. 

Mary has often said, " I'm going to ask Uncle Tom 
to write a sketch of my father's life as an officer during 
the war." His children were so young and he was such 
a busy man that they know but little of his war record. 

I am expecting Mary home within another week. 

With kindest regards for Mrs. Broun and yourself, 
I am very truly, 

C. F. Ordway. 
Major Thomas L. Broun, 

Charleston, W. Va. 



ARTICLES ON DR. BROUN'S LIFE AND WORK 

From The United States Experiment Station Record, 1902, 
Vol. XIII, No. 6 

The death of Dr. WilHam LeRoy Broun, of Alabama, 
removes one who has been a prominent figure in educa- 
tional matters in the South for nearly a half century. 
His splendid career as president of the Alabama Poly- 
technic Institute for nearly twenty years stamps him as a 
man of rare wisdom in educational affairs, marked ex- 
ecutive ability, and a strength of character which com- 
manded the confidence and support of his colleagues and 
legislators alike. He maintained the individuality and 
integrity of the institution during a period which was 
fraught with many disruptive and formative changes in 
other colleges, guiding it along the lines of a well con- 
ceived plan, and developing one of the foremost institu- 
tions of its kind. 

A Virginian by birth and an honor graduate of the 
University of that State, Dr. Broun's entire mature life 
was devoted to educational work except during the period 
of the Civil War. As an instructor he occupied succes- 
sively the chairs of mathematics and of physics in a col- 
lege in Mississippi, the University of Georgia, Vanderbilt 
University, and the University of Texas. He founded 
Bloomfield Academy, in Virginia, in 1856, which he con- 

63 



64 DR. WILLIAM LEROY BROUN 

ducted successfully until the outbreak of the war; and he 
was for three years (1872-1875) president of the Agri- 
cultural and Mechanical College in Georgia. His connec- 
tion with the Alabama Polytechnic Institute, formerly the 
Agricultural and Mechanical College, dated from 1882, 
when he was elected president, but he remained only a 
year. He was recalled in 1884, and continued as the 
guiding hand of that institution up to the time of his 
death, retaining the details of administration very largely 
in his own hands. He was the executive officer of the 
Experiment Station from 1892 to 1897, and was presi- 
dent of the Station council at the time of his death. 

Although of late Dr. Broun had not been active in edu- 
cational movements outside his State, there were many 
evidences of his continued interest in the progress of ed- 
ucation. He was one of the pioneers in technical educa- 
tion, his interest being especially strong in that branch 
relating to the mechanic arts. He established the first 
manual training laboratory in the South and the first well 
equipped electrical engineering plant. He had a high 
appreciation of the study of the natural sciences, and 
encouraged the building up of a first-class biological lab- 
oratory. His high conception of the aims and purposes 
of the land-grant colleges was clearly set forth in his 
presidential address before the Association of American 
Agricultural Colleges and Experiment Stations at the 
New Orleans meeting in 1892. This was an earnest plea 
for that form of technical education which trains and de- 
velops the mind as well as the hand, and this, he urged. 



HIS LIFE AND WORKS 65 

called for both breadth and liberality in the curriculum. 
The institution whose development he is so largely re- 
sponsible for is a worthy exponent of his views on that 
subject. 



ANOTHER ARNOLD OF RUGBY 
BY EX-GOV. G. W. ATKINSON, PH. D. 

In the month of January of the present year the life of 
one of the truly great educators of the South went out 
and over to a brighter and nobler sphere. At his home in 
Auburn, Ala., Colonel William LeRoy Broun, brother 
of Major Thomas L. and Captain Joseph M. Broun, of 
this city, at the mature age of 74 departed this life. His 
career as a citizen and educator was so marked and his 
usefulness was so pronounced that his death, among 
those who had come under his notice and training, pro- 
duced an universal sorrow. The record that he made, 
under disadvantages which to many would be regarded 
as insurmountable, will doubtless prove an inspiration to 
young men everywhere. Born in the '' Mother State," of 
honorable parentage, yet with limited means, Mr. Broun 
struggled on until he became, through his own efforts, one 
of the leading scholars and educators of the entire 
country. 

He was the fifth of eleven children. His mother died 
when LeRoy was but ten years old, and his father the 
next year joined his mother on " the other shore." Amid 
the gloom that then surrounded him, though less than 



66 DR. WILLIAM LEROY BROUN 

twelve years old, he announced to the other members of 
the family his intention to become a scholar and educa- 
tor; and his determination never left him, for even an 
hour, until he reached the goal of his ambition. Un- 
aided he w^ent through the lower grade schools of his 
home section, which subsequently included academic 
training, and through the generosity of a friend he se- 
cured the loan of one thousand dollars, which enabled him 
to take a classical course at the University of Virginia, 
which was followed still by postgraduate work in 
different universities until he became equipped as a teacher 
for the highest grades of instruction in college and uni- 
versity. Thus fortified, he started higher and grew taller 
every year. His motto evidently was similar to the one 
adopted by his personal friend and school associate, the 
Rev. Dr. John A. Broadus, whose learning and power as 
a minister of the Gospel delighted and thrilled all with 
whom he came in contact. '' Fear God and work. Take 
it to your bosom, w^ite it on your heart. Make it the rule 
of your life, — fear God and work." Marvelous motto ! 
Marvelous man! And this, I think, may be said with 
equal propriety of Professor William LeRoy Broun, 
M. A., LL. D., the subject of this necessarily brief sketch. 
At the time of his demise Dlr. Broun was president of 
the Alabama Polytechnic Institute at Auburn, which po- 
sition he had ably filled for twenty years. He was a great 
organizer and possessed the rare genius of controlling 
students, and at the same time he knew how to teach. 
Like Thomas Arnold, of the world-renowned " Rugby 



i 



HIS LIFE AND WORKS 6^ 

School," the student bodies that were committed to his 
keeping respected and obeyed. Seemingly they delighted 
to do his bidding, and by this rare art of obtaining the 
confidence and the respect of his pupils he indelibly im- 
pressed his personality and rare characteristics of head 
and heart upon them to the extent that a lifetime could 
not erase such impressions. One of his pupils, himself an 
educator of distinction, thus eulogized him : '' For over a 
half century I have loved, honored, and admired him. I 
regard him as the foremost represestative, among all the 
survivors of his generation, of the ideal type of a gentle- 
man, scholar, and teacher. . . . No eulogy, no mon- 
ument, can portray his services. He v^ill live in what he 
has done. Mississippi, Georgia, Tennessee, Texas, Ala- 
bama, and Virginia owe him incalculable debts. We all 
who have known him and his thousands of pupils all over 
the South will cherish his memory and his example." 
And I beg to add, what more could be said of any man? 

In 1850 he took the degree of master of arts at the 
University of Virginia. In 1852 he was elected to a pro- 
fessorship in Oakland College, Mississippi, near Port Gib- 
son, filling the chair for two years. In 1854 he was 
elected professor of mathematics in the University of 
Georgia, at Athens, remaining there two years. In 1856 
he organized the Bloomfield Academy, a successful insti- 
tution near the University of Virginia. From 1856 to 
the breaking out of the Civil War he was the principal of 
this academy. 

This was for many years one of the noted schools of 



68 DR. WILLIAM LEROY BROUN 

Virginia. The war came on and Professor Broun en- 
tered the Confederate army and remained until the close 
of the war. He was one of the chief officers in the 
ordnance department in the Army of Northern Virginia, 
attaining the rank of lieutenant colonel. After the close 
of the war, Dr. Broun became professor of natural 
philosophy in the University of Georgia, at Athens. 
From this position he was called in 1872 to the chair of 
physics in the Georgia Agricultural and Mechanical Col- 
lege. From 1875 to 1882 he was professor of mathe- 
matics at Vanderbilt University, in 1883 and 1884 he was 
professor of mathematics in the University of Texas, be- 
ing the while chairman of the faculty, and while filling 
this position in the most satisfactory manner was 
tendered and accepted the presidency of the Alabama 
Polytechnic Institute at Auburn, where he remained until 
he was summoned to his eternal home. 

President Broun was unquestionably a man of varied 
and accurate scholarship and of rare wisdom, as I have 
already stated, in the control of great institutions of learn- 
ing. Broadly rounded in the principles of educational 
science, he never failed to plan wisely, and was the first 
among Southern educators to introduce manual training, 
electrical engineering, and more extended work in biology 
in the colleges of that region. He was, in short, a master 
in all lines of technical and scientific branches of college 
work, and as such will ever be remembered in a goodly 
number of the Southern States. Such men are rare, and 
therefore all the more valuable to the times in which they 



HIS LIFE AND WORKS 69 

live. Another fact should not be overlooked, and that is, 
he never sought position in the faculty of any college. 
He was the one sought after, and he went from one 
school to another because of the great pressure that was 
brought to bear upon him, and the places he vacated were 
invariably regretted by the managers of the institutions 
that had employed him. His purpose in life was to 
accomplish the greatest amount of good possible, and he 
therefore went into the fields of labor that seemed to his 
mind to be the broadest for usefulness in his lines of 
work. Following new and original methods, his genius 
was evidently both creative and executive, and he builded 
so wisely, so surely that his steps were always forward 
and never backward. 

One of his students said of him, and no doubt justly, 
that " He was so modest, so engrossed in his noble 
work, so happy in making those around him happy, 
so peacefully enwrapped in his lofty but practical 
ideals, that he sought not the applause of the large 
world, — ■ but was happy in the consciousness of duty well 
done, laboring like a spiritual giant for the good of the 
common people." No greater encomium could be passed 
upon any man. He was also a Christian, and his life- 
work is an ideal for the young in all lands, and is an ex- 
ample for others to follow, among the poor as well as the 
rich, throughout the generations yet to come. He is 
gone from among us, but his works will live after him. 
Charleston, W. Va., 
March 31, 1902. 



70 DR. WILLIAM LEROY BROUN 

DR. WILLIAM LEROY BROUN 
In The Glomerata, Vol. vi, 1903 

Dr. William LeRoy Broun died at Auburn, Ala., Jan- 
uary 23, 1902'. In the death of Dr. Broun the cause of 
education throughout the State and the South suffered an 
incalculable loss. He was indeed one of the foremost 
educators of the country, and during his educational 
career of half a century was associated with the most 
eminent men of his profession throughout the South, 
gaining their sincerest admiration as a man and their 
highest esteem and respect as a scientist, educator, and 
college executive. He was a formative influence in such 
institutions as the University of Georgia, Vanderbilt 
University, the University of Texas, and the Alabama 
Polytechnic Institute. 

Dr. Broun was born in 1827, in Loudoun County, Va., 
was graduated with the degree of master of arts at the 
University of Virginia in June, 1850, and he represented 
the best traditions of scholarship and culture of that 
great seat of learning. Dr. Broun began his eminent 
educational career in 1853 ^^ professor in a Mississippi 
college. Later he was professor of mathematics in the 
University of Georgia. In 1856 he established Bloom- 
field Academy, one of the most successful and famous of 
the classical schools in Virginia. In 1861, at the call of 
his State, Dr. Broun hastened to the front. His high 
scientific and mathematical ability soon made him an 
authority in ordnance and artillery, and he was placed in 



HIS LIFE AND WORKS 71 

charge of the arsenal at Richmond, superintending the 
manufacture of guns and all the munitions of war of the 
Confederacy. He rose to the rank of lieutenant-colonel, 
and was, perhaps, the most thoroughly equipped technical 
and scientific officer in the Confederate service, being held 
in highest esteem by General Lee and General Gorgas, his 
chief in the ordnance department. It was while engaged 
in this scientific work that he first realized the fatal de- 
ficiency of Southern youth and Southern education in re- 
gard to technical and industrial training. After the war 
he was elected to the chair of mathematics in the Univer- 
sity of Georgia, and by Henry W. Grady, W. B. Hill, 
the present cultured chancellor of the University of 
Georgia, and a host of distinguished sons of Georgia Dr. 
Broun was regarded with marked esteem, and his memory 
is to-day tenderly cherished throughout the common- 
wealth. 

At the founding of the Vanderbilt University, Dr. 
Broun, with a corps of other eminent educators, was 
called to organize its course of studies and to define its 
plans and policies. Later, with such leaders as Mallet, 
of the University of Virginia, Humphreys, of Vanderbilt, 
Tallichet, of Sewanee, he performed the same great task 
for the University of Texas. Of this distinguished fac- 
ulty Dr. Broun served as chairman. 

In 1882 Dr. Broun was called to the Presidency of 
the Alabama Polytechnic Institute, and here, after the 
age of fifty, he achieved a national reputation as a 
pioneer and master in scientific and technical education. 



72 DR. WILLIAM LEROY BROUN 

Dr. Broun established in this institute the first manual 
training school in the South and the first laboratory of 
any significance in biology, electricity, and mechanics. 
He also introduced into our institutions of higher learn- 
ing in the State the principle of coeducation. As a scholar 
Dr. Broun was thorough and accurate, at once broad and 
profound, sensitive to all the delicate charms of culture, 
yet robust and independent, bold to plan and sagacious to 
execute. He was splendidly equipped as a lecturer and 
teacher; and by his keen analysis, his discriminating ac- 
curacy, his scorn of intellectual sham and pretense, his 
unswerving devotion to truth, exerted a vigorous, 
strengthening influence in the intellectual life of 
thousands of young men throughout the South. Dr. 
Broun was a public-spirited citizen, and took the liveliest 
interest in all the great questions and movements in civic 
life at home and abroad. He was, above all, a devout 
Christian. Free from cant and any touch of pharisaism, 
he inculcated in his students the highest principles and 
noblest ideas. His Saturday morning lectures to the 
young men were full of spiritual uplift. In many phases 
of his intellectual equipment and of his general attitude 
toward discipline, and college life at large. Dr. Broun re- 
sembled, to a marked degree, that most distinguished 
English teacher, the great Arnold of Rugby. He was 
himself one of our greatest teachers, in sympathetic touch 
with every agency that makes for the betterment of the 
social and spiritual life of the people. 

Auburn enjoyed a rare privilege in feeling the influ- 



HIS LIFE AND WORKS 73 

ence of this great mind, and Auburn should cherish the 
memory of his name and fame. 

To 

William LeRoy Broun 

Late President of the Alabama Polytechnic 

Institute 

this volume is dedicated as a token of respect for his 
attainments as a scholar and as a scientist, as a grateful 
acknowledgment of the debt which the whole college 
owes to his wise guidance and stimulating leadership, and 
as a mark of the personal affection of his old pupils, who 
found in him not only an inspiring teacher but also a kind 
and patient friend. 

\ 

chancellor hill's tribute to dr. broun 

In the Atlanta Journal, February 3, 1902 

University of Georgia, February 3. — Chancellor Hill 
recently made a short memorial address on the life and 
works of the late Dr. William LeRoy Broun, who for 
some time was a member of the faculty of this university. 

Chancellor Hill spoke of him as a professor under 
whom he had received instructions in physics, and men- 
tioned incidents connected with the lecture-room of Dr. 
Broun, showing the greatness and goodness of this 
man. 

" He was a man of the greatest intellect," said the 
chancellor, " who could have easily obtained more pecu- 



74 DR. WILLIAM LEROY BROUN 

niary reward by turning his great brain in other channels, 
but he would not. He devoted his whole life to the 
education of Southern boys. 

" Dr. Broun at different times in his life filled most 
acceptably the chairs of physics and mathematics in five 
of the leading universities of the South." 

The chancellor closed his short address by reading the 
following paragraph from " The Study of Religion " : 

" I do not know that there is anything in nature (un- 
less, indeed, it be the reputed blotting out of suns in the 
stellar heavens) which can be compared in wastefulness 
w^ith the extinction of great minds. Their gathered re- 
sources, their matured skill, their luminous insight, their 
unfailing tact, are not like instincts that can be handed 
down. They are absolutely personal and inalienable, 
grand conditions of future power, unavailable for the 
race and perfect for an ulterior growth of the individual. 
If that growth is not to be, the most brilliant genius bursts 
and vanishes as a firework in the night. A mind of bal- 
anced and finished faculties is a production at once of in- 
finite delicacy and of most enduring constitution. 
Lodged in a fast perishing organism, it is like a perfect 
set of astronomical instruments, misplaced in an observ- 
atory shaken by earthquakes or caving in with decay. 
The lenses are true, the mirrors without a speck, the 
movements smooth, the micrometer exact ; what shall the 
Master do but save the precious system, refined with so 
much care, and build for it a new house that shall be 
f ovinded on a rock ? " 



HIS LIFE AND WORKS 75 

The following resolutions, taken from the minutes, 
were read : 

*' The faculty of the University of Georgia have 
learned with profound sorrow of the death at Auburn, 
Ala., on Thursday, January 2^, 1902, of William LeRoy 
Broun, M. A., L.L. D., late president of the Alabama 
Polytechnic Institute and some time professor in this 
university and president of the Georgia State College of 
Agriculture and Mechanical Arts. 

" For a period of fifty years, — save four, which he 
gave to the military service of his country during the war 
between the States, — Dr. Broun was continuously and 
actively engaged in the education of the youth of the 
South, filling the important chairs of mathematics and 
physics, successively, in no less than five leading Southern 
institutions of learning. 

" As a great and successful teacher he achieved a repu- 
tation both among his own people and abroad probably 
second to that of no man of his generation. 

" As a lover of science, for the sake of the truth dis- 
closed by science, he was conspicuous for his devotion to 
research and his enthusiasm in exposition. 

" As an executive he administered the afifairs of great 
institutions of learning with wisdom, energy, and ex- 
traordinary success. 
I " As a man he was admired in all the relations of 

■ life, — a devout Christian, a lovable, loving gentleman, an 

I f inspiration to his pupils, an exemplar to his associates. 

vn'^iM "In testimony of the great esteem in which he was 



76 DR. WILLIAM LEROY BROUN 

held by this faculty, among whose members are some who 
were his pupils and some who were his colleagues, and 
as an expression of their profound sorrow occasioned by 
his death, it is 

'' Ordered, i. That this minute be inscribed upon a 
page of the faculty records set apart for the purpose. 

" 2. That the chancellor be requested to read these 
minutes before the students of the university in chapel 
assembled and to make such comments thereon as to him 
may seem appropriate. 

" 3. That a copy hereof be sent by the secretary of 
the faculty to the family of Dr. Broun, in token of the 
respectful sympathy of this faculty with them in their 
great bereavement. 

" 4. That a copy hereof be furnished the press for 
publication." 



PROFESSOR p. H. MELL, AUBURN, ALA. 
In the Confederate Veteran, May, 1902 

Dr. William LeRoy Broun, who died January 23, 1902, 
in Auburn, Ala., was a lieutenant colonel in the Confed- 
erate army, and was in command of the Richmond 
arsenal. After the close of the war he was engaged in 
teaching, and filled important chairs in the Universities 
of Georgia, Vanderbilt, Texas, and the Alabama Poly- 
technic Institute. At the time of his death he was presi- 
dent of the latter institution. He was not only distin- 



HIS LIFE AND WORKS yy 

guished as an educator in the institutions named, but was 
well known and esteemed by the leading educators 
throughout the United States. 

He entered the service of the Confederate government 
as an artillery officer, and spent one year in the field with 
the Army of Virginia. He was then ordered to Rich- 
mond and made superintendent of armories, with the 
rank of major, and was detailed to examine into the re- 
sources and facilities at the command of the South for 
the manufacture of arms and ammunition. He visited 
many places, particularly in North Carolina and Georgia, 
to determine the practicability of making sulphuric acid 
and other chemicals required for making powder and 
percussion caps. In 1862 he was stationed at Holly 
Springs, Miss., in charge of a factory designed for the 
manufacture of small arms, but the defeat of General A. 
S. Johnston's army at Shiloh, Tenn., compelled him to 
remove the machinery to Meridian, Miss., and shortly 
afterward he was attached to the ordnance department 
and ordered to Richmond, where he remained until its 
evacuation. 

Some illustrations here given show the importance of 
Dr. Broun's services in the Confederate cause : 

He suggested and conducted the first civil service exam- 
ination ever held in this country. This was brought 
about by the numerous applications for service in the 
ordnance department, because of an enactment of the 
Confederate Congress authorizing the appointment of 
fifty new ordnance officers. This examination was held 



78 DR. WILLIAM LEROY BROUN 

in 1862; Colonel Broun was the president of the board 
of examiners. 

He prepared a field Ordnance Manual by abridging the 
old United States Manual and adapting it to the Confed- 
erate service. This work was published by the govern- 
ment and distributed in the army. 

He was appointed commander of the Richmond arsenal 
in 1863, where the greater part of the ordnance stores 
were manufactured. It is said that but for the valuable 
work performed in this connection by Colonel Broun the 
Confederate struggle would have ended long before it did. 
His fertile genius used every available resource. In an 
article published several years ago in an issue of the 
Journal of the United States Artillery Colonel Broun 
speaks of this work as follows : " Cannon were made in 
the Tredegar Iron Works, including siege and field guns, 
napoleons, howitzers, and banded cast-iron guns. Steel 
guns were not made. We had no facilities for making 
steel and no time to experiment. The steel guns 
used by the Confederate States were highly valued, 
and, with the exception of a few purchased abroad, were 
all captured from the Federals." 

In this arsenal the old United States machine, which 
did not yield a large supply of percussion caps, was 
greatly improved, so that two men with six boys and girls 
were able to complete 300,000 caps every eight hours, or 
it had a capacity of one million caps per day. 

Under his direction sulphuric acid was manufactured 
in Nbrth Carolina, after many failures in attempting to 



HIS LIFE AND WORKS 79 

obtain the lead required for lining the chambers. Niter 
was obtained from caves and from leaching in ricks the 
remains of dead horses and other animals. The sulphuric 
acid and niter were made into nitric acid at the arsenal, 
and thus was developed the fulminate required for the 
manufacture of caps. The mercury supply becoming ex- 
hausted near the close of the war, the problem became a 
serious one how to make the caps without fulminate of 
mercury. Experiments, however, were conducted, re- 
sulting in the use of a combination of chlorate of potash 
and sulphuret of antimony. Battles around Petersburg 
were fought with caps made of this compound. 

He developed a plan for increasing the accuracy and 
range of the smooth bore muskets, which were in general 
use by the armies at the opening of the war. The " idea 
was to fire an elongate, compound projectile made of 
hard wood or papier mache." The plan proved to be 
theoretically correct. 

All orders from General Lee for arms and ammunition 
were honored, and even an order for a trainload of am- 
munition was sent to Petersburg after the order was 
received for the evacuation of Richmond. 

Probably the last order given in Richmond was issued 
by Colonel Broun to the keeper of the magazine to de- 
stroy these stores at five o'clock on the morning of April 
13, 1865. 

The work of Colonel Broun in the manufacture of arms 
and ordnance stores is wonderful, when we know that at 
the opening of the war the South had no manufactories 



8o DR. WILLIAM LEROY BROUN 

of this kind nor skilled mechanics. This fact being well 
understood, one marvels how it was possible that so large 
an army was supplied with all the munitions of war dur- 
ing the four years of the most stupendous struggle the 
world has ever witnessed. 



FROM THE Church Record, February, 191 2 

Holy Innocents' Parish, 
Auburn, Ala., January 24, 190:^. 

Whereas, Almighty God, in His infinite wisdom, has 
called from our midst Dr. William LeRoy Broun, for 
the past eighteen years the beloved Senior Warden of this 
parish. 

Resolved, i. That we, the Rector and the Vestry of 
Holy Innocents' Parish, desire to place upon record our 
high appreciation of his noble character and exalted vir- 
tues, and to bear witness that he was ever faithful and 
zealous in the discharge of every duty imposed upon him. 
He was a devout and earnest Christian and a loyal and 
devoted Churchman, whose memory will be revered and 
cherished by all who knew him. 

Resolved, 2. That a copy of these resolutions be sent 
to the bereaved family as evidence of our heartfelt sym- 
pathy in this hour of our common affliction. 

Resolved, 3. That copies of these resolutions be 
furnished by the secretary to the papers for publication. 



HIS LIFE AND WORKS 8i 

The Rectory, Holy Innocents' Parish, 
1 Auburn, Ala., February 4, 1902. 

The secular press has already announced to the readers 
of the Record the sad news of the death of Dr. William 
LeRoy Broun, for the past eighteen years the faithful 
and beloved senior warden of this parish. 

Abler pens than mine have told the story of his remark- 
able career and called attention to his achievements as 
an educator of the young men of the South. Every pen 
that has written of him has paid just tribute to the nobil- 
ity of his character and borne witness to the fact that he 
was true to every trust committed to his keeping. 

A believer in the " Patriotism of Efficiency," he in- 
sisted that the hand as well as the head should be educated 
and trained to useful pursuits; and the various depart- 
ments of the Alabama Polytechnic Institute are the direct 
results of his persistent efforts along the different lines 
of technical education. And in all the years to come all 
who shall visit the campus of this well equipped institu- 
tion of learning will have but to " look around them " 
to see on every hand the monuments of his labor and wit- 
nesses of his genius, for every building upon the campus 
to-day was erected under his special supervision. 

For nearly seven years, as missionary in charge of this 
parish, it has been my privilege to minister to his spirit- 
ual necessities, and it is a profound respect, ripened into a 
sincere personal affection, that prompts me to pay my 
humble tribute to his character as a man and as a Church- 
man. , . 



82 DR. WILLIAM LEROY BROUN 

In this connection, I trust that the readers of the 
Record will pardon a personal allusion. In the second 
year of my ministry, when Bishop Wilmer, at the coun- 
cil in Tuscaloosa, announced to me that it was his wish 
that I should take charge of the church at Auburn, the 
first thought that flashed into my brain was, " How can 
I preach to such a man as Dr. Broun? " Conscious of 
my youth and inexperience, I confess that it was with 
many misgivings that I entered upon my new field of 
labor. I soon realized that in him, whose criticism I had 
dreaded most, I had a loyal and s)niipathetic friend. To- 
night, as I pen these words, I recall from his lips many 
expressions of encouragement and appreciation, but not 
one word of censure nor unkind criticism. I remember, 
with gratitude, many acts of kind thoughtfulness and con- 
sideration, but have never known nor heard of a single 
act of antagonism nor selfishness. 

Deeply interested in all that pertained to the welfare 
of the parish, he was always ready to counsel and advise, 
when asked, but never assumed the privilege of age and 
experience to dictate. Every plan and enterprise in- 
augurated by the rector received his unqualified endorse- 
ment and hearty support. I shall miss the inspiration 
of his presence and the encouragement of his kind and at- 
tentive face. 

A devout and consistent Christian, he died, as he had 
often expressed the wish to die, in harness. 

Just as he was about to enter upon the duties of an- 
other day the silent messenger of his Master came to 



HIS LIFE AND WORKS 83 

pilot him into the great beyond, and found him ready 
to go. 

" Nor blame I death, because he bore 
The use of virtue out of earth ; 
I know transplanted human worth 
Will bloom to profit, otherwhere." 

R. C. Jeter. 
FROM THE Age-Herald, Birmingham, ala., 

JANUARY 24, 1902 

Auburn, January 23. — (Special.) — Dr. William Le- 
Roy Broun, president of the Alabama Polytechnic In- 
stitute, died this morning at a quarter past seven o'clock. 
His death was entirely unexpected, and his friends could 
hardly believe the sad news. He had been a little unwell 
for a few days, but had attended to his college duties as 
usual and spent the day at his office yesterday. 

This morning he arose and dressed at the usual hour 
and was preparing to leave his room when he fell dead 
at the feet of his granddaughter. Miss Ordway, who had 
just entered. 

The news of his death was soon known throughout 
the town, and business was practically suspended. The 
faculty of the institution met at ten o'clock at the call of 
Dr. Smith, senior member of the faculty. 

After officially notifying the governor and the board 
of trustees by wire of the death of President Broun a 
committee was appointed to provide a suitable floral 



84 DR. WILLIAM LEROY BROUN 

offering, and all college exercises were ordered sus- 
pended until Monday. 

Dr. Broun's wife died some years ago, but he leaves 
several children. His daughter. Miss Bessie, lived with 
him ; his other children, — Dr. LeRoy Broun, of New 
York; Mrs. Ordway, of Murfreesboro, Tenn. ; Mrs. 
Tancred Betts, of Huntsville, Ala., and Mrs. Fred Ful- 
ghum, of Birmingham, are expected to-morrow, and the 
funeral arrangements will not be made until after their 
arrival. The funeral services will probably be conducted 
in Langdon Hall Saturday, and many prominent men 
from this and other States will probably be present. His 
remains will be interred here beside his wife. Dr. Broun 
has been president of the Alabama Polytechnic Institute 
for nearly twenty years, and the high position which it 
now takes among the educational institutions of the coun- 
try is largely due to his wisdom, sagacity, and executive 
ability. Although seventy-four years old at the time of 
his death and apparently somewhat feeble, Dr. Broun 
was constantly at his desk during office hours and dis- 
charged the many and varied duties of his position with 
consummate skill and ability. One of the oldest mem- 
bers of the faculty is authority for the statement that Dr. 
Broun has not failed to attend morning chapel exercises 
at the college more than four or five times in the last fif- 
teen years. 

The news of his death will sadden the hearts of the 
many hundred alumni of the institution over which he 
presided, who will remember him not only as their friend 



HIS LIFE AND WORKS 85 

and adviser, but also as a gentleman of the highest per- 
sonal character and a true Christian. He was one of the 
foremost educators of the country, and from time to time 
he had been prominently associated with the leading edu- 
cational institutions of the South. 

In the recent years he was conspicuous for the great 
work he accomplished as a pioneer in the field of technical 
education. Since 1884 be has been president of the Ala- 
bama Polytechnic Institute, and under his wise and pro- 
gressive guidance this institution has been developed into 
a highly successful and widely known college of applied 
science. This institution will stand as a monument to 
his name, and his death will be an immense loss to the 
cause of southern and national education. He was a 
native of Virginia, born in Loudoun County in 1827, and 
a distinguished master of arts of the University of Vir- 
ginia, where he was a fellow student and an intimate 
friend of a group of prominent Southerners, including 
Dr. J. A. Broadus, William Wirt Henry, and Prof. 
Frank Smith, of the University of Virginia, and others. 
In 1859 he married Miss Sallie J. Fleming, of Hanover 
County, of a prominent Virginia family. 

He perhaps gave the last order in Richmond directing 
the blowing up of the Confederate arsenal. 

Broadly rounded in the principles of educational 
science, he always planned wisely, and was the first to es- 
tablish and develop several new branches of scientific 
education in the South, such as manual training, elec- 
trical engineering, and biology. 



86 DR. WILLIAM LEROY BROUN 

The college at Auburn burned in 1887, and it was un- 
der the direct supervision of Dr. Broun that the present 
magnificent edifice and seven laboratories were built and 
most of the trees planted on the campus. Through his 
personal endeavor all branches of the college were en- 
larged and improved. 

It is thought that some one now connected with the 
institute will be elected president to fill out the unexpired 
term. 

The State has sustained a heavy loss in the death of 
this famous educator and Auburn has lost one of its most 
beloved citizens. 

William LeRoy Broun, M. A., LL. D., president of the 
Alabama Polytechnic Institute, was born in Loudoun 
County, Virginia, in 1827. He graduated at the Uni- 
versity of Virginia in 1850, receiving the degree of mas- 
ter of arts. In 1852 he was elected to a professorship in 
Oakland College, in Mississippi, near Port Gibson, filling 
the chair two years. He was then elected to the chair 
of mathematics in the University of Georgia, at Athens, 
remaining there two years, after which he organized 
Bloomfield Academy, situated near the University of Vir- 
ginia, conducting this school until 1861, when he vol- 
unteered in the Confederate service, and was elected lieu- 
tenant of an artillery company in Albemarle County, Vir- 
ginia. He was subsequently made commandant of the 
Richmond arsenal, with the rank of lieutenant colonel in 
the ordnance department. i 

At the close of the war he accepted the chair of natural 



HIS LIFE AND WORKS 87 

philosophy in the University of Georgia, and in 1872 
was elected president of the Georgia Agricultural and 
Mechanical College, a department of the university. 

In 1874 the degree of LL. D. v^as conferred upon him 
by St. John's College, Maryland. In 1875 he accepted 
the chair of mathematics in Vanderbilt University at 
Nashville, and held this position until 1882, when he was 
elected president of the Agricultural and Mechanical Col- 
lege at Auburn, Alabama. 

In 1883 he was elected professor of mathematics in the 
University of Texas, at Austin, and was afterward elected 
chairman of the faculty. After one year's service he re- 
signed and at the urgent solicitations of the trustees of 
the Agricultural and Mechanical College of Alabama 
(subsequently named the Alabama Polytechnic Institute) 
he accepted and returned to the position he held at the 
time of his death. The degree of LL. D. was conferred 
upon him in 1892 by the University of Georgia. 

Dr. Broun was a man of the highest personal char- 
acter, a Christian gentleman, and an educator and scien- 
tist of national reputation. Under his wise and able ad- 
ministration the college has developed into a scientific 
institution of the highest rank. Its patronage has in- 
creased from one hundred and twenty students in 1882 
to four hundred and twelve in 1901. The number of its 
courses of study and of its faculty has doubled and its 
old laboratories have been greatly enlarged and many new 
ones established. 

News of the death of Dr. Broun was a great shock 



88 DR. WILLIAM LEROY BROUN 

to Birmingham, where many members of the Auburn 
alumni and friends of the institution reside. A meeting 
of the alumni was called for to-day at twelve o'clock in 
the office of Garrett, Underwood, & Thach to take ap- 
propriate action on his death. 

FROM THE Age-Herald, Birmingham, ala., 

JANUARY 26, 1902 

The Alabama colony in Washington is greatly grieved 
over the death of Dr. William LeRoy Broun, whom most 
of us here personally knew and loved. Alabama surely 
never had an educator whose work has done the State 
greater or more enduring good, and the Alabamians in 
Washington were gratified by the worthy tribute paid 
by the Age-Herald to him who was so preeminently a 
benefactor of our people. His moral and practical in- 
fluence was greater than that of any other one man within 
the State, for he had been primarily responsible for the 
proper training of thousands of young men during the 
past twenty years. Dr. Broun was one of the strongest 
and greatest of men, one of the bravest, truest, tender- 
est. His master mind was devoted to all those minor de- 
tails which go to make the great things of life; his heart 
was moved by love of the little truths and tendernesses 
that make the great heart of the world beat in human 
love and devotion. He was emphatically a man to do 
noble things and to inspire others to do them. 

To those of us privileged to know him in the intimacy 



HIS LIFE AND WORKS 89 

of his own hospitable and ideal home he was both master 
and friend whom we adored. It may be said of him, in 
its broadest significance : " His life was beautiful. In 
life he was noble, in death he is blessed. His good deeds 
will live forever." 

One may not intrude upon the grief of that daughter 
who never left the home nest because she realized that 
spiritually she was his other self ; nor of the other daugh- 
ters, one fair one of whom adorns our valley of Bir- 
mingham; but the world would be better if it knew of 
the surpassing faith and beauty of their lives under the 
family roof tree. To the one who remained with him 
Alabama owes a debt that may not be paid, for she, most 
gifted and gracious of young women, was his right hand, 
his gentler genius, his active assistant in his monumental 
work as head of the great college in Auburn. 

Dr. Broun's familiar and most amiable expression, 
" Tut-tut," has done more real good in the world than 
have thousands of sermons. 

As an evidence of his remarkable energy and his deep 
devotion to the college which he made great it may be 
said that a few days before his death he wrote powerful 
appeals to congressmen in Washington in support of 
Auburn, with regard to the proposed appropriation for 
the benefit of schools of mines and mining. 



90 DR. WILLIAM LEROY BROUN 

FROM THE Gulf States Historical Magazine, 

MARCH-MAY, I904 

William LeRoy Broun, A. M., LL. D., whose death oc- 
curred at Auburn, Ala., January 23, 1902, was a native 
of Virginia, a gentleman of profound scholarship and 
far-sighted wisdom, and was for half a century con- 
nected with the most prominent educational institutions 
in the South. He was a master of arts graduate of the 
University of Virginia in the class of 1850, and began 
teaching in 1852, in Oakland College, near Port Gibson, 
Mississippi. He was for two years in charge of the de- 
partment of mathematics in the University of Georgia; 
then he organized Bloomfield Academy, a classical school, 
near the University of Virginia, from which he entered 
the Confederate service as a lieutenant in an artillery 
company from Albemarle County, rising to the rank of 
lieutenant colonel in the ordnance department of the Con- 
federate army. He was in command of the Confeder- 
ate arsenal in Richmond when the closing pressure of 
Federal troops compelled the evacuation of that city, and 
the arsenal was blown up by his orders. After the war 
he was the professor of mathematics in the University 
of Georgia, and later was the president of the Georgia 
Agricultural and Mechanical College. In 1875 he was 
elected to the chair of mathematics in the Vanderbilt 
University, and in 1881 was elected to the chair of mathe- 
matics in the University of Texas, in Austin. While in 
this latter position his wife died. He then continued 
educational work in Alabama, being elected to the presi- 



HIS LIFE AND WORKS 91 

dency of the Alabama Agricultural and Mechanical Col- 
lege, the name of which was changed to the Alabama 
Pol3rtechnic Institute by his suggestion to the State legis- 
lature. Of this institution he was president for nearly 
twenty years. He lifted it to marked success, enlarging 
its courses of study, introducing departments of biology, 
electrical engineering, and other subjects not before em- 
phasized in Southern colleges. He made the institute 
recognized as one of the leading scientific schools in 
America. He lived to be seventy- four years old, im- 
pressed himself upon the age in which he lived, and died 
beloved and honored. President Charles C. Thach, his 
successor in the presidency of the Alabama Polytechnic 
Institute, in a speech at the memorial services in honor 
of Dr. Broun, said of him : " His was the greatest intel- 
lect that I have ever known; absolutely accurate, full of 
refinement and delicacy, appreciative of the finest shades 
of culture, yet vigorous, robust, constructive, bold to plan 
and work out new lines, and capable of carrying those 
plans to the most successful issue." 



FROM '' THE UNIVERSITY OF VIRGINIA " 

Dr. William LeRoy Broun became a well known figure 
in educational circles in the South, and for nearly twenty 
years was the president of the Alabama Polytechnic In- 
stitute. He was a man of rare wisdom in educational 
affairs, marked executive ability, and strength of char- 
acter. He was born in Loudoun County, Virginia, and 



92 DR. WILLIAM LEROY BROUN 

completed his own education in the University of that 
State. He had no pecuniary nor family advantages to 
aid him at the outset of his career, but his strong pur- 
pose, honorable determination, and inherent ability en- 
abled him to advance to a position of distinction in his 
chosen walk of life. 

Throughout his entire professional career he was con- 
nected with educational work, and as an instructor he 
occupied successively the chair of mathematics and 
physics in a college in Mississippi, the University of 
Georgia, Vanderbilt University, and the University of 
Texas. He founded Bloomfield Academy, Virginia, in 
1856, and remained at the head of that institution until 
the outbreak of the Civil War. From 1872 until 1875 
he was the president of the Agricultural and Mechanical 
College in Georgia. 

His connection with the Alabama Polytechnic Insti- 
tute, formerly the Agricultural and Mechanical College, 
dated from 1882, when he was elected president. He re- 
mained only a year at that time, however, but was re- 
called in 1884 and continued to occupy the presidency 
up to the time of his death, retaining the details of the 
administration very largely in his own hands. He was 
the executive officer of the Experiment Station from 
1892 until 1897 and was president of the Station Coun- 
cil at the time of his demise, January 2-}^, 1902. 

Dr. Broun's efforts were not limited entirely to the 
advancement of the institution with which he was in- 
dividually connected, but reached out to larger lines of 



HIS LIFE AND WORKS 93 

development that have been of direct benefit to the South. 
He estabHshed the first manual training laboratory in the 
South, and the first well equipped electrical engineering 
plant. He had a high appreciation of the value of the 
study of the natural sciences and encouraged the up- 
building of biological laboratories. His high concept 
tion of the aims and purposes of the land-grant colleges 
v^as clearly set forth in his presidential address delivered 
before the Association of American Agricultural Col- 
leges and Experiment Stations at the New Orleans meet- 
ing in 1892. This was an earnest plea for that form of 
technical education which trains and develops the mind 
as well as the hand, and this, he urged, called for both 
breadth and liberality in the curriculum. He was the 
author of various articles upon educational subjects, set- 
ting forth advanced ideas, many of which have been 
adopted by different colleges and universities of the 
South. He was recognized by prominent educators 
throughout his section of the country as the peer of the 
ablest representatives of the profession and one of the 
most distinguished of the alumni of the University of 
Virginia. 

A LETTER FROM THE ACTING PRESIDENT AFTER 
DR. BROUN's death 

To the Honorable Board of Trustees: 

By the death of Dr. W. L. Broun, the duties and re- 
sponsibilities of president devolve upon me. 



94 DR. WILLIAM LEROY BROUN 

Dr. Broun's death was the more deplorable because it 
left incomplete important plans partially formulated for 
the enlarged usefulness of the institution. 

At no time in its history had he evinced deeper in- 
terest in its welfare. His intense devotion to higher 
scientific education and technical training, his broad and 
comprehensive knowledge, his great wisdom, and con- 
summate judgment, his wide and varied experience, his 
intimate acquaintance with the needs of the South, and 
his enlightened conservatism were all brought into requi- 
sition in the maturing of his plans for the future. It 
is more than probable that he fell a martyr to his de- 
votion to the institution. 

It is unnecessary for me to dwell upon the work he 
has accomplished and the still greater work he pur- 
posed. 

His preeminence as an educator in his chosen field was 
recognized not only throughout the South, but through- 
out the United States. 

Succeeding such a man, one may well feel his inability 
to take up his labor and carry on his work. But so well 
organized were the various departments, so excellent the 
discipline and morale of the students, so efficient the 
corps of isstructors, that the work of the college has 
gone on without friction, and without appreciable de- 
terioration in any department. 

I have had the hearty sympathy and support of my 
colleagues. There is no reason to apprehend that the 
work of the college will suffer seriously during the re- 



i 



HIS LIFE AND WORKS 95 

mainder of the session, whomsoever you may select as 
temporary president. 

It does not become me to make any suggestions as to 
Dr. Broun's successor. My colleagues and I feel as- 
sured that you fully appreciate the vital importance of 
the appointment to the future welfare of the institution. 
We have entire confidence that you will take as a stand- 
ard of qualification for the office of president those ac- 
quirements, qualities, and endowments, intellectual and 
moral, which preeminently qualified Dr. Broun for the 
position he occupied. 

Respectfully, 

C. D. Smith, 
Acting President. 

WHAT IS THE TRUE CONCEPTION OF EDUCATION? 

From the Daily Progress, Charlottesville, Virginia, 
November 15, 1909 

Dr. Eliot was during his forty years' presidency of 
Harvard University perhaps the foremost figure in 
America in the world of education. No one could there- 
fore have a fuller preparation than he to discuss the ob- 
jects of an education, and the methods of instruction 
that should prevail in educational institutions. He was 
accordingly on familiar ground in dealing with the theme 
of his second lecture, on Thursday evening : " The 
struggle between collectivism and individualism in its re- 
lation to education in a Democracy." It would seem. 



96 DR. WILLIAM LEROY BROUN 

therefore, to be the height of presumption for the Daily 
Progress to call in question the correctness of any posi- 
tion that he took, or any view that he advanced, in the 
discussion of his subject. Nevertheless, the Progress 
does undertake to challenge the correctness of a view that 
he advanced, — and that view the principal contention 
or postulate of the entire lecture. This contention or 
postulate was that the subjects or topics of instruction 
in schools and colleges should be those special ones which 
are along the lines of the particular pursuit which the 
student expects to follow when he shall take up the actual 
work of life; in other words that the instruction given 
the student should be upon the special subjects which will 
fit him for the craft, or calling, or occupation, upon which 
he expects to enter when he shall leave the school or col- 
lege. To use the lecturer's own words : " Utility should 
be the goal of all education." 

Our paper of Friday last contained a condensed re- 
port of this lecture of Dr. Eliot's, and those of our read- 
ers who perused it will remember that this was the gist 
of the lecturer's contention or argument. We differ 
radically from this view of the subject. We do not be- 
lieve this to be the proper method of education, the 
proper aim of school or college instruction. On the 
contrary, we believe that the aim of education should be 
not to store the mind with information, whether such in- 
formation be the facts of science, or the mysteries of 
any particular craft or calling; but to improve the mind, 
strengthen the intellect, quicken the understanding, and 



HIS LIFE AND WORKS 97 

sharpen the faculties. We believe that by adhering to 
this as the aim of education you best furnish the in- 
dividual with the tools or implements with which to suc- 
ceed and excel in the particular calling or occupation 
upon which he may enter as a life-work, and by which 
he hopes to attain distinction, or acquire the means of 
subsistence. In other words, we believe that the best 
equipment for success in life is a full, rounded, symmet- 
rical education, and not a so-called practical education, 
— that is, an education of a special character, and along 
the lines of the particular calling or occupation which 
the student expects to follow. And we believe that if 
you give a student this equipment of a full, rounded, 
symmetrical education he will in the battle of life outstrip 
the student who has the special training, even where both 
adopt the same calling or occupation, — that is, he will 
outstrip his specially trained competitor even in the very 
occupation or calling for which such competitor was 
specially trained. The reason of this is not far to see. 
In the one case the education is one-sided; in the other 
it is many-sided, every-sided. In the one case some few 
of the faculties are abnormally developed; in the other 
all the mental faculties are developed, and there is a 
symmetrical, healthy expansion of the intellectual ca- 
pacities. 

We could name many instances of the truth of the 
proposition we here lay down. We will give some of 
them. At the University of Virginia commencement of 
1850 there were six graduates who took the M. A. de- 



98 DR. WILLIAM LEROY BROUN 

gree, three of them being John A. Broadus, William 
Wirt Henry, and William LeRoy Broun. They all three 
rose to the highest eminence in their chosen pursuits in 
life, these pursuits lying along lines for which their edu- 
cation at school and at the university had no reference, — 
none whatever. Broadus became the miost prominent 
and distinguished preacher and theological professor in 
the Southern Baptist Church. Henry rose to eminence 
in the legal profession, being a foremost figure at the 
Richmond bar. He was also an author of note. But 
the case of LeRoy Broun is a still more striking instance 
of the truth for which we are contending. For ten years 
after he left the university, and until the outbreak of the 
Civil War, he was the professor of mathematics, first in 
one and then in another of our Southern colleges; and 
after the war he was for twenty years president of the 
Alabama Polytechnic Institute. But it was the incalcu- 
lable service he rendered to the cause of the Confed- 
eracy during the Civil War that most signally illustrates 
our point. That war caught the seceding Southern 
States in a condition of almost absolute unpreparedness. 
They were, we may say, entirely without munitions of 
war of any description; without magazines of powder or 
small arms; without cannon or any equipment for the 
stupendous struggle on which they were entering. 
Colonel Josiah Gorgas, who stood high as an ordnance 
officer in the war department of the Federal government, 
— being, we believe, its chief of ordnance, — came South 
and was put in command of the ordnance department of 



HIS LIFE AND WORKS 99 

the Confederacy. In some way he got hold of LeRoy 
Broun and put him to work. Broun probably knew no 
more about the special work he was called to perform 
than a ten year old child; but he bent his splendid abili- 
ties, with an ardor that was well-nigh furious, to the ac- 
quisition of the requisite knowledge, and soon became 
Gorgas' right hand man and main dependence in the 
work of his department. In a few months he seemed to 
know as much about it as Gorgas, who had spent his life 
at it. His thoroughly trained mind and sharpened facul- 
ties, as it were, instantly grasped and mastered the in- 
tricacies of his new and difficult occupation; and it was 
largely, very largely, due to him that the Confederacy 
was able to send into the field her armies furnished with 
arms, ammunition, and equipment in every branch of the 
service, — infantry, artillery, and cavalry, — those armies 
that against vastly superior numbers gained victories 
more glorious than those which ancient Rome achieved 
with her iron legions that thundered along the Appian 
Way to the conquest of the world. Could there be a 
more striking demonstration that it is the man of a full, 
rounded, symmetrical education, and not your man of 
special training in a given direction, who will most suc- 
cessfully grapple with the problems of life, and achieve 
the greatest eminence in any field of activity which he 
may enter upon and adopt as a vocation ? 

And, lastly, there is one other consideration to which 
we have not adverted. To the man of generous and 
noble instincts there is something more than the capacity 



loo DR. WILLIAM LEROY BROUN 

to supply our physical wants, something more than the 
accumulation of money, something even more than the 
achievement of fame and distinction. We should ac- 
quire an education for sweet learning's sake, for far be- 
yond all mere bodily comforts, and beyond the achieve- 
ments that bring the applause of men, is the happiness 
which she bestows. Learning is so closely akin to virtue 
itself that we may paraphrase or metamorphose the in- 
vocation of the spirit in Milton's " Comus," and say: 

Love learning, she 

Alone is free. 
She can teach ye how to clime 
Higher than the sphery chime. 
Or if learning feeble were, 
Heaven itself would stoop to her. 



ALEXANDER H. STEPHENS S FIGHT AGAINST BROUN 

Washington, February i. — ^ (Special.) — The recent 
death of Professor William LeRoy Broun, the distin- 
guished educator, at Auburn, Ala., has developed the in- 
tensely interesting story of his resignation from the presi- 
dency of the State College of Georgia in 1875. The 
story is of exceptional value because it reveals a plan 
that was once on foot to bring Alexander H. Stephens 
to the chancellorship of the University of Georgia. Be- 
sides this fact it deals with prominent and historic per- 
sons, such as Stephens, Gen. John B. Gordon, Henry 
Grady, and Congressman W. H. Fleming. 



HIS LIFE AND WORKS loi 

Professor Broun was acknowledged one of the edu- 
cational leaders of the South. At the time of his serv- 
ice in Georgia he was at the zenith of his power. He 
was beloved of students and citizens alike. Governor 
Smith, at that time, said of him, " He is the brainiest 
man I ever met." In short. Professor Broun's influence 
was felt throughout the entire State. 

Yet in the very midst of this growing career he re- 
signed and went to Vanderbilt University. His de- 
parture from Georgia was a blow to the commonwealth 
and every section of the State felt it keenly. This story 
tells, for the first time publicly, why he resigned. 

Professor Broun quit Georgia through the indirect in- 
fluence of a tornado, a newspaper headline, and a mis- 
taken idea on the part of Alexander Stephens, — an idea 
Mr. Stephens finally realized as a mistaken one, since it 
foreran an action the great commoner regretted to his 
dying day. 

Professor Broun wanted the appropriation of the Fed- 
eral government to the State College applied to the de- 
velopment of technical science, something on the order 
of the present Technological School at Atlanta. He be- 
lieved such a course of instruction would be of immense 
value to the State, an opinion fully vindicated and prac- 
tically demonstrated by the remarkable success of the 
State Technological School. He called the attention of 
the State Agricultural Society to the use of the fund for 
other purposes. 

General Gordon, who was then a trustee of the uni- 



102 DR. WILLIAM LEROY BROUN 

versity, opposed Professor Broun's plan for the expendi- 
ture of the Federal appropriation. He contended that 
the money could be better spent otherwise in the uni- 
versity and took exceptions to the technical science plan. 
This difference of opinion brought politics into the 
faculty, whereupon General Gordon, it is said, led a fight 
against Professor Broun to remove him from the presi- 
dency of the college. 

In this effort to unseat the president. General Gordon 
was unsuccessful until joined by Mr. Stephens, who was 
also a trustee at the time. Together the two powerful 
Georgians made the situation so uncomfortable for the 
president that he resigned. 

It has never been clearly understood in Georgia why 
Mr. Stephens joined General Gordon in his fight against 
Professor Broun. Congressman Fleming, who was a 
student at the university when the resignation was 
handed in, and who was also an intimate associate of 
Mr. Stephens, knew at least one reason why, but until 
now he has not made public the story. He related the 
details yesterday in a conversation at the capitol. 

A tornado had swept the State of Georgia, carrying 
considerable destruction in its path. This disaster had 
occurred some few months before the fight waged by 
General Gordon against Professor Broun. Mr. Stephens 
made an address before the State Agricultural Society 
on the subject of tornadoes and it was published for 
general information. In this address he took the posi- 
tion that a tornado was a powerful column of air dragged 



HIS LIFE AND WORKS 103 

along by the movements of an upper current of air. 

A copy of the address fell into the hands of Mr. 
Fleming. He read it and promptly observed that Mr. 
Stephens was wrong in his definition of tornadoes. The 
next day he met Professor Broun in a classroom and 
commented on the address of Mr. Stephens, 

'' Why don't you reply to it? " suggested the professor 
to the student. " Write your own views of the tornado 
and have them published." 

Subsequently Mr. Fleming wrote an article on tor- 
nadoes and took an entirely different view of their cause 
from that of Mr. Stephens. He contended that there 
was no adhesive element in air by which a twisting 
column could be held to moving strata, as Mr. Stephens 
had suggested. He made light of Mr. Stephens's theory 
of the tornado and used this expression : 

" A column of air and a rope might be alike in the 
fact that neither is a toothpick nor a fence-rail, but there 
is scarcely any other resemblance." 

This article Mr. Fleming sent to the Atlanta Herald, 
the editor of which was Hienry W. Grady. Mr. Grady 
read the article and published it under big head-lines : 

" LITTLE ALEC ON TORNADOES " 

'' A State College Student Takes Him to Task on His 
Scientific Views '' 

The article was signed: " Student — State College." 
Mr. Stephens read the article in the Herald. He con- 
ceived the idea that he was being ridiculed by some one 



I04 DR. WILLIAM LEROY BROUN 

at the university. The head-lines Mr. Grady put on the 
Fleming article created this idea, though Mr. Fleming 
in his article had no such intention. Mr. Stephens 
furthermore believed that Professor Broun wrote or in- 
spired the article, for he knew that Professor Broun dif- 
fered from him on his theory of tornadoes, and was pres- 
ent at the State Agricultural Society when his address 
was made. 

Convinced, therefore, in his own mind, that Professor 
Broun had sought to make him appear ridiculous and 
was not his friend, Mr. Stephens joined General Gordon 
in his fight. Shortly thereafter the resignation of the 
State College's president was handed in and accepted by 
the board of trustees. 

Mr. Stephens did not find out until weeks later that 
he labored under a mistaken idea as to Professor Broun's 
attitude toward him. Mr. Fleming paid him a visit at 
Liberty Hall in Crawfordville. The student had stopped 
over on his way home from college on a standing invi- 
tation from Mr. Stephens. During the visit the subject 
of the resignation of Professor Broun came up in con- 
versation. 

'' Yes," said Mr. Stephens, in his shrill voice, " I think 
I had something to do with defeating Broun." 

The visitor replied : 

" Professor Broun was one of the most capable edu- 
cators the university ever had. He was greatly beloved 
by the students and his magnificent work was recognized 
throughout the State." 



HIS LIFE AND WORKS 105 

Mr. Stephens did not bring up the subject of the 
authorship of the article which is supposed to have influ- 
enced him to fight the president. Mr. Fleming would 
have admitted the authorship at once, if the subject had 
come up. But the conversation took another turn. 

'' Then again, Professor Broun was a great admirer of 
yours, Mr. Stephens," the visitor continued. " Do you 
remember that you were offered the chair of history at 
the university after the war? " 

" I do," Mr. Stephens answered. 

" Professor Broun aided to bring about that offer," 
said Mr. Fleming. " He told me in a conversation that 
he did. He said it was the first step in a plan he had in 
view which had for its end your becoming the chairman 
of the faculty and finally the chancellor of the State uni- 
versity." 

At this Mr. Stephens looked surprised. His express- 
ive countenance began to assume a look of pain and he 
placed his hand over his eyes. 

" Professor Broun compared you as a statesman to 
General Lee as a soldier," Mr. Fleming went on. '* He 
remarked to me that the mistake of your life was in not 
following the example of Lee and becoming the presi- 
dent of a Southern college or university to educate South- 
ern youth." 

Mr. Stephens leaned back in his chair. He sighed 
heavily as he realized that he had made a mistake in 
fighting the educator. He knew now that he had mis- 
construed the educator's position toward him and his 



io6 DR. WILLIAM LEROY BROUN 

sensitive mind suffered keenly. It flashed over him, too, 
that he had helped in depriving the State of one of its 
most valuable instructors. He thought he had been 
fighting an enemy. He knew now he had wounded and 
wronged a friend. 

He was silent for a long time. 

— Milt Saul. 



THE ADDRESSES OE DR. BROUN 

IMPROVEMENTS REQUIRED IN SOUTHERN COLLEGES 

(Read before the Teachers' Association of Georgia, 
December, ip, i86/) 

As the social condition of man changes he requires 
new forms of government and new systems of educa- 
tion adapted to his altered development. The changes 
that take place in the forms of governments of the vari- 
ous nations of the world are necessitated by the fact 
that the old is no longer adapted to the wants and con- 
dition of the people. They require a change; and this 
change generally indicates progress. 

But while we see constitutions modified to suit society, 
we do not observe similar changes in the working of 
those educational institutions in which our youth are 
trained. They are required to prosecute the same 
studies, by the same method, and frequently with the 
same text-books that were used by our fathers. " True 
cultivation involves progress and movement, while ab- 
solute stability produces a condition of stagnation; and 
social stagnation is death." While progress is evinced 
in all other departments, in this, the most important of 
all, the education of the youth, have we nothing better to 
offer than the old well tried plan of our forefathers? 

Is the same order of education suited to all classes and to 

107 



io8 DR. WILLIAM LEROY BROUN 

all ages? Do not new conditions necessitate new meth- 
ods adapted to them ? ^ 

Let us examine these questions and see if the old 
system at present retained in so many of our institu- 
tions is the best adapted to the wants and altered con- 
ditions of the people of the South. We allude to the 
old prescribed college curriculum, embracing four years 
of study. It is a time-honored system, introduced in 
this country from England in the early Colonial days. 
It has done in many instances most excellent work. But 
it is a question whetlier the conditions which its estab- 
lishment presupposed ever did exist among us, es- 
pecially among the Southern States. The college cur- 
riculum of four years presupposed the existence of well 
organized academies and high schools, where the appli- 
cants for admission would be thoroughly drilled in the 
elements of mathematics and ancient languages. The 
system, though adapted to England, with such schools 
as Rugby and Eton, was transferred here, when in many 
of the States the existence of a high school was an 
exception. The result has been that our colleges have 

1 " It would seem' that our whole system of instruction requires an 
honest, thorough, and candid revision. It has been for centuries 
the child of authority and precedent. If those before us made it 
v/hat it is, by applying to it the resources of earnest thought, I can 
see no reason why we by pursuing the same course might not im- 
prove it. God intended uS' for progress, and we counteract his 
design when we deify antiquity and bow down and worship an 
opinion, not because it is either wise or true, but merely because it 
is ancient." Extract from an Address delivered at Union College, 
by Francis Way land, D. D, 



HIS ADDRESSES 109 

been compelled to do the work that belonged to high 
schools. They have been forced to begin with the ele- 
ments of science and literature, and hence have had to 
close the four years' curriculum in many instances, pain- 
fully conscious that only a superficial knowledge of many 
important subjects had been obtained, — conscious of the 
deficiency, without the power of remedy. 

The professors in Southern colleges mainly depend 
on the precarious tuition fees of the students for their 
support, and hence the necessity of having a large num- 
ber of students. Here we have a powerful tendency 
to lower the standard of scholarship. If the standard 
of admission in the various colleges is made very high 
and observed with rigorous exactitude, the number of 
students diminishes correspondingly, for the reason that 
the requisite preparatory schools do not exist. 

It is true that we must look to the colleges to give 
tone and character to the education of the State. The 
elevation will not begin at the schools, for they will do 
no more than they are required to do by the college 
catalogue. The students leave the schools for the col- 
lege as soon, generally, as they can enter the lower 
classes. On the contrary, if much more is required for 
admission in the vain attempt thus to elevate the stand- 
ard of scholarship, the college is hopelessly crippled for 
want of funds by reason of the small number of stu- 
dents that are admitted. 

It would seem, then, with the system adopted, there 
is small hope to be entertained that scholarship will be 



no DR. WILLIAM LEROY BROUN 

so elevated in the South as to make real, bona Me, 
good mathematicians, or good linguists, or superior 
belles-lettres scholars. 

Even were a college endowed so as to be independent 
of the tuition fees, it could secure a high standard of 
admission only at the expense of the number of its stu- 
dents. Schools and colleges are intimately associated 
with one another, and nowhere is the equality of action 
and reaction more fully established than in their rela- 
tion. Yet, is our system so arranged as to admit of no 
progress? While the system is not so interlocked as 
to be compelled to remain absolutely stationary, yet, it 
is true, that our Southern colleges, cumbered with pov- 
erty as they are, admit of very slow progress in ele- 
vating scholarship. Facts bear us out in this statement. 

Examine our college catalogues and see what are the 
requisites for graduation now and what were the requi- 
sites a quarter of a century ago. Has any great prog- 
ress been made? If any change has been made, we 
will probably see there has been introduced in a course 
of a few weeks' length some professional, scientific study 
of very questionable educational value and a correspond- 
ing amount of pure, educational science or literature, 
of less popular name, abstracted therefrom. There has 
been change, but often of questionable advantage. The 
controlling motive has been how to make the institution 
popular, and not how to elevate genuine scholarship. 

There has been decided improvement in the discipline 
and in the manner of governing young men. That dis- 



HIS ADDRESSES iii 

graceful system of espionage^ which begot a spirit of 
antagonism between the teacher and student, is among 
the things that were, and students and professors now 
act toward one another as gentlemen should. 

It has been remarked that " a general education ought 
to develop with equal care all the dispositions and all 
the faculties whose assemblage composes the superior 
or rational nature of man," that the principle of edu- 
cation is " universal in its character, excluding all private 
interests or special ends." While we cordially subscribe 
to this view which teaches that the object of education 
is to lead us to that perfection of which we are capable, 
yet it is obvious that this cannot be attained by all that 
class of people called educated. The education of each 
individual depends on circumstances that are peculiar to 
himself. We of the South are not now in a condition 
to theorize in regard to the ultimate aim of education, 
and to adopt our institutions accordingly. We are more 
concerned at present with that education which necessity 
has imposed upon us. New views in regard to educa- 
tion should not be hastily adopted, but should be ex- 
amined with that care which the importance of the sub- 
ject demands; yet we should not rest quietly under the 
adoption of a system because it is endeared to us by the 
remembrances of the past, and refrain from examining 
its adaptations to our present necessities on account of 
its antiquity. Are there no defects in the present four 
years curriculum? Is it the best that can be adopted? 
Is it the best for our present condition? 



112 DR. WILLIAM LEROY BROUN 

(i.) Among the objections that may be urged to 
this system may be mentioned, first, that too Httle time 
is devoted to each department of study. So many sub- 
jects are crowded together within the four years, each 
having its own merits, that often breadth is gained at 
the expense of depth. A large area is passed over, but 
not closely examined. Thoroughness is lost, and super- 
ficiality gained; and the student is not made aware that 
education is a thing of three dimensions. This objection 
is inherent in the system. The time allotted to one sub- 
ject cannot be increased without trenching on some other 
department. 

(2.) In the expansiveness of science, as new subjects 
are developed which become essential to a complete 
course, it is impossible without a sacrifice of some other 
department to introduce them. This objection is vital 
in its character, and furnishes the clew why the system 
so opposes progress; or, if not in opposition to progress 
at least is not in sympathy with it. 

(3.) Again, is it not the iron-hed system, which 
classes all minds together; subjects them to the same 
treatment, to the same lines of thought; enforces the 
prosecution of the same subjects; compels clever minds 
and dull minds to spend the same time in the same classes, 
and affords no opportunity whatever for an extended 
prosecution of any literary or scientific studies? Is not 
the restrictive system, or '' close course," as it is called, 
Procrustean in its character? 

(4.) When students are admitted in the regular 



HIS ADDRESSES 113 

classes, they generally are not equally well prepared in 
all the departments. The consequence is that it is im- 
possible to maintain a uniform high standard of scholar- 
ship. A diploma from the college is not refused for a 
deficiency in one subject, and cannot be. 

(5.) In this system it is customary to regard of 
much greater importance the examination for admission 
into college than the final examination, when the col- 
legiate course is completed. It is considered that scholar- 
ship is elevated by having a high standard of admission. 
The applicant, especially for a higher class, is closely 
examined; but if once admitted to enter, provided he 
violates no rule of the college, he can have an easy time 
of it, and with a very small amount of study pass a 
mere formal examination at the close of the course, and 
receive a diploma. The final examinations are generally 
matters of form. For deficiency in them how many 
students are refused diplomas? Only one instance has 
come under our observation in a large experience. Does 
it not, therefore, appear that we put the gate at the 
wrong end of the road? We make it difficult to get in, 
as if scholarship depended on that, and very easy to get 
out. The system should be reversed; admission to en- 
ter should not be difficult, but the closest possible exam- 
inations should be made at the close to determine who are 
fit to receive the award of the diploma. 

The restrictive system, therefore, prevents a uniform 
high standard of scholarship, and has degraded the sig- 
nification of a diploma simply to a certificate that the 



114 DR. WILLIAM LEROY BROUN 

possessor has enjoyed collegiate advantages; nothing 
more. It has no reference whatever to the amount of 
knowledge he has acquired, nor to the mental training he 
has undergone. If the student will attend his recitations 
and act quietly, at the close of the course he will receive 
the attestation of all his professors that he is so skilled 
in the department of arts as to deserve the honor of a 
degree, — though he may be unable to solve a simple 
equation in algebra ; unable to translate into correct Eng- 
lish an ordinary sentence of Latin or Greek; unable to 
read the very diploma which declares his proficiency. 
Yet he goes forth into the world, stamped with the broad 
seal of the college as an educated person. This system 
does not encourage and require thoroughness. It stamps 
the clever student, the thorough scholar, and the super- 
ficial smatterer with the same seal. 

But we do not desire to be understood as asserting 
that ripe scholars have not been made in our Southern 
colleges. Many are the names that reflect credit on 
their foster-mothers. But this matured scholarship was 
the result, not of the system, but despite it. So also we 
have honored names of those who never enjoyed the ad- 
vantages of a collegiate education who were indebted 
for their advancement alone to their own energy and 
their powers of self-development. 

(6.) The system does not admit of expansiveness. 
This appears in the limited time that is allotted to each 
subject. Though a professor may earnestly desire to 
continue the subject further, it is not in his power to do 



HIS ADDRESSES 115 

so. The time allotted to him will not admit of any ad- 
dition to his course. 

(7.) It places the elevation of the standard of 
scholarship on the schools and the academies. 

Not being able to expand its own course in the fixed 
time, it endeavors, by increasing the amount of knowl- 
edge required for admission, to begin at a more ad- 
vanced point. If the requisite high schools and acad- 
emies are not in existence, this disciplinary course can- 
not be complied with. Therefore the college conducted 
on " the close system," desirous of elevating the stand- 
ard of scholarship, must remain on its high pinnacle 
without students until the high schools and academies 
have been so multiplied in the land as to perform the 
requisite amount of disciplinary work. 

Consequently, according to this system, until the good 
schools increase, the scholarship of the colleges must 
remain stationary. But how can the good schools in- 
crease without good teachers? And how can our teach- 
ers be made better with a stationary college course, which 
both lacks expansiveness and fails to exact thoroughness, 
yet looks to the schools to elevate its standard? Are we 
not here in the " vicious circle " ? And does not this 
furnish a satisfactory reason for our very slow progress 
in the department of education? 

We recapitulate, therefore, the following objections 
to which the restrictive system is liable : 

1st. The time devoted to each department of study 
is too limited. 



ii6 DR. WILLIAM LEROY BROUN 

2d. It subjects all minds to the same iron-bed sys- 
tem. 

3d. It effectually places the examination at the be- 
ginning, instead of the close of the course. 

4th. It prevents a uniform high standard of scholar- 
ship. 

5th. It renders a diploma of doubtful significance. 

6th. It is neither expansive nor progressive. 

7th. It relies mainly for elevation of scholarship on 
the schools and academies. 

8th. It degrades the degree of master of arts to an 
award of ignorance, inasmuch as three years of forget- 
fulness are required for its bestowal. 

In contrast with this restrictive course, we have the 
open or elective system, known very generally in the 
South as that of the University of Virginia. For the 
better comprehending of our argument, we state its 
distinguishing features. 

The subjects in the departments of science and lit- 
erature are made distinct and separate. The separate 
departments, or " schools," as they are called, with their 
professors and assistants, may represent so many dis- 
tinct colleges. A student can enter any one of these 
distinct schools without examination; and will receive a 
diploma with the title of graduate when he has passed 
a satisfactory examination, and not until then. 

Time, in no respect, enters as an element of gradua- 
tion, but qualification alone is the test. ;He may gradu- 
ate in a school in one year, in five years, or he may never 



HIS ADDRESSES 117 

be able to graduate. When he has graduated in a cer- 
tain number of schools, he receives the degree of bachelor 
of arts; and when he has graduated in all the depart- 
ments, he receives the highest honor in the gift of the 
University, the degree of master of arts. 

Some of the advantages of this elective system are of 
the following character : 

(i.) Its elective character especially adapts it to the 
necessities of the youth of the South, and at no time more 
eminently than in their present condition of limited re- 
sources. 

A student whose means will not permit him to remain 
time sufficient to acquire a complete and liberal educa- 
tion by mastering all those subjects universally recog- 
nized as essential to complete development can devote 
himself especially to those subjects which bear more di- 
rectly upon his proposed profession or business. And 
thus in a limited time may acquire considerable profi- 
ciency in some specialty that may be immediately applied 
to practical life. It may be supposed that this will en- 
courage a one-sided development and discourage genuine 
liberal scholarship, as produced by the long cherished 
method of the established curriculum. Such a result 
does not necessarily follow. 

Admit, if you please, that it would be desirable to give 
every youth in the land a complete education in all the 
departments of science and literature, — an admission 
which we by no means make, — would it not be under any 
circumstances impossible to accomplish the result? We 



ii8 DR. WILLIAM LEROY BROUN 

must look at things as they are, and not maintain a false 
position, if our reasoning so demonstrates it. Very few 
young men now have the means to justify the completion 
of what is called a liberal course of education. This 
course was originally designed for those who expected to 
adopt one of the so-called learned professions, — namely, 
law, medicine, or divinity, — or whose means enabled 
them to spend a life of leisure. 

Our Southern colleges in former days were filled gen- 
erally with young men of large expectations, who by the 
prevailing spirit had been taught to despise work and 
energy and industry, and to honor wealth. They were 
sent to college because it was usual for gentlemen's sons 
to go, and because they there acquired a certain degree of 
refinement. Their object was not work at college; nor 
their expectation work in after life. 

Now a change has taken place. Our colleges are filled 
with young men who come to work, who desire solid im- 
provement, who wish to be best prepared not simply for 
the enjoyment of the life of a gentleman nor for one of 
the professions, but for all the walks of life, — especially 
for the useful arts that can be immediately made avail- 
able in furnishing the means of living. 

Therefore we infer that the restrictive system always 
limited in its adaptation to a fixed class of students is 
now wholly unsuited to the enlarged wants of our young 
men. It is too narrow, too contracted. 

(2.) The great problem that presses itself upon edu- 
cators for solution is how to reconcile the conflicting 
views of those who advocate a purely scientific training 



HIS ADDRESSES 119 

and those who insist that the large amount of time that 
is now devoted to the study of ancient languages is es- 
sential to a complete education. 

It cannot be expected that uniformity of opinion on the 
subject of education will obtain. 

The advocates of a scientific training have very 
properly urged that the close system so totally ignored 
their views as not to afford the opportunity of testing 
them, and have now in many instances compelled the 
formation of a second prescribed scientific course, formed 
for the purpose of supplying a felt necessity. Some insti- 
tutions have adopted the French system of hifurcaiion, 
which presents at a certain part of the course the choice 
of either a classical or scientific training. 

This has only partly met the difficulty. Instead of con- 
fining all to one course it gives the choice of two; and 
compels provision still for a class of students who do not 
desire to conform to either prescribed curriculum. 

The elective system is therefore adapted equally to all 
classes. It furnishes a solution, so far as collegiate edu- 
cation is concerned, of that important problem ; not, it is 
true, by deciding whether the mental training received 
through the study of the ancient languages can be ad- 
vantageously superseded by the rigorous discipline of the 
sciences, but by affording equal opportunities to all to test 
the merits of their peculiar views. It permits a student 
to make a specialty of science, to the exclusion of ancient 
languages ; or to devote his whole time, if he prefers, to 
the study of the classics. 

That the old college routine of studies is no longer 



I20 DR. WILLIAM LEROY BROUN 

suited to the demands of the age is apparent by the effort 
that many of our colleges are making to retain still the 
old cherished system, and to graft on thereto a special sci- 
entific course. 

(3.) It is a broad, flexible, expansive, and progressive 
system. Its breadth and flexibility are apparent in its 
adaptation to the prejudices and necessities of all classes 
of students; to the rich and the poor; to those who are 
able to spend many years at college as well as to those 
whose limited means will only allow of one year ; to those 
who desire to become accomplished scholars as well as to 
those whose necessities demand a more practical educa- 
tion. Its expansive and progressive nature appears in 
the facility with which new departments are organized 
under new professors, without conflicting in any manner 
with those already in existence. This arises from the in- 
dependent nature of the several departments, acting as so 
many distinct colleges, under a common government con- 
stituting a university. 

(4.) But it is urged against this system that it is only 
adapted for well disciplined minds; and hence not suited 
to our wants where we have comparatively untaught 
pupils to deal with. 

It is true that in our lamentable deficiency of high 
schools, our universities and colleges are compelled to do 
tutorial work. But the adoption of the elective system 
does not prevent the performance of the work which 
should have been done at schools, if the class of pupils is 
such as requires this preliminary discipline to adapt them 



HIS ADDRESSES 121 

to a more thorough and higher university course. With 
the aid of assistants, such preHminary classes can be 
formed as may be necessary, and the students subjected 
to rigorous mental training immediately under the eye of 
the professor. A guarantee would thus be secured that 
the teaching would be well done. 

It does not follow that a preparatory school would 
have to be established by each professor. Some students, 
for example, might be able to attend advantageously the 
lectures of the professor in the department of ancient 
languages, but would derive great advantage from the 
training given by the daily searching questions of an as- 
sistant in the department of mathematics. 

In this the system offers great advantages over the pre- 
scribed curriculum. The student is classified in each de- 
partment according to his proficiency, or soon classifies 
himself. Assistant instructors would be required for the 
tutorial work according to the number and qualifications 
of the students. 

As these views are designed to be practical in their 
character, we will be excused for particularizing, and at- 
tending to the working of special institutions. 

Washington College in Virginia, over which General 
Lee presides, is organized upon the elective system. It 
has enjoyed in the past few years unparalleled prosperity. 
Many students are there who would not be admitted in 
our colleges organized upon the close curriculum. And, 
on the contrary, it may be, many students are permitted to 
leave our colleges awarded with a diploma, honored with 



122 DR. WILLIAM LEROY BROUN 

the title of graduate^ who would require several years of 
study to receive a similar honor at the institution al- 
luded to. 

The system thus exacts thorough scholarship as the 
requisite for a diploma, while it is adapted to do the 
disciplinary work designed properly for high schools. It 
includes both tutorial and professorial labors, and for 
that reason is most eminently and specially adapted to our 
immediate wants. It thus can be made to supply the 
existing deficiency of which all our colleges so justly com- 
plain, — that their lower classes are filled with undisci- 
plined and untrained students. Nowhere else is the ex- 
pansiveness of the system more apparent. It secures 
improvable material, descends to tutorial work, and dig- 
nifies with a diploma only those who exhibit high attain- 
ments, tested as they are, by means not of a formal oral 
examination, but by written examinations that are rigor- 
ous and searching. 

The system demands labor, — earnest, enthusiastic 
work on the part of both student and professor. It be- 
gets life, activity, and energy. A drone cannot live in 
the atmosphere it generates. And sometimes, unfortu- 
nately for the cause of education, it must be confessed 
that drones are found in college chairs. 

It enables the professor to exact a higher standard of 
attainment than he is permitted to do in a prescribed cur- 
riculum, for the reason that in a prescribed course the 
institution is pledged to graduate on the completion of a 
certain definite amount of each subject; and deficiency in 



HIS ADDRESSES 123 

some departments is atoned for in the general average by 
success in others. 

But in the elective system the distinctiveness of each 
department and the plan of separate diplomas render each 
professor absolute in his own sphere, and leave him un- 
trammeled in his decisions by the success or failure of 
the student in other departments. 

The system, therefore, of giving special diplomas in 
each department does not degrade scholarship but elevates 
it. This fact is easily demonstrated by remarking the 
very great disproportion existing between the number of 
students and the number of graduates in attendance at 
those institutions where the elective system is adopted, 
in comparison with the number of graduates and students 
at those which adhere to the restrictive system. This dis- 
proportion demonstrates the high standard necessary to 
be attained to receive a diploma, and not that there is 
more study done under the restrictive system. 

Because not a single student was declared a graduate 
in a well known college from a body of nearly four hun- 
dred young men, and because of two hundred students 
in mathematics at another institution using the elective 
system only twelve were declared graduates, it would be 
great injustice to the teachers and students of those insti- 
tutions to infer that a small amount of study was done, 
that the system " encouraged literary triflers," as a dis- 
tinguished president of one of our Southern colleges once 
declared. It only demonstrates the high standard of 
scholarship required for graduation. The probabilities 



124 DR. WILLIAM LEROY BROUN 

are that one- fourth of the number who failed to graduate 
had prosecuted successfully a more extended course of 
study than is accomplished by the average grade of grad- 
uates of the colleges adhering to the close system. 

A high standard of scholarship is maintained by rigor- 
ous examinations at the close of the collegiate course, 
and not by formal ones at the beginning. 

In the close course there is a formal difficulty to get 
in but still less to get out, while in the elective system 
it is not the admission but the passing out with a diploma 
that is attended with difficulty. This diploma is the 
reward of merit, of proficiency, as attested by examina- 
tions of the strictest scrutiny, and is not a mere certificate 
of so many years' residence at college. 

(6.) The high energizing reactive influence which this 
demand upon the student's mental powers exerts upon the 
professor brings about a degree of mental activity among 
students and professors rarely equaled or approximated 
to in the dull routine of the curriculum. Its influence is 
also soon recognized in the improvement of the schools. 
The high standard of attainments required of its grad- 
uates causes them to become most skillful and exact teach- 
ers. They thus undertake to perform the tutorial work 
in the academies, and thereby soon relieve the college of 
this necessity. Experience soon demonstrates that the 
more thoroughly a student is prepared in the academies, 
the more certain he is of success. The consequence is 
that in the academies which undertake to prepare stu- 
dents for this elective system they often complete a more 



HIS ADDRESSES 125 

extensive course in the classics and in mathematics than 
is required for graduation in many of our colleges.^ 

2 It is not an uncommon thing for pupils of those high schools 
conducted by graduates of the University of Virginia to complete 
at the school the usual Latin and Greek course taught at colleges, 
including several plays of Euripides or Sophocles, — to write largely 
of Latin and Greek prose; in mathematics, to complete Descriptive 
Geometry, a full course of Analytical Geometry, including Geometry 
of Three Dimensions, and a course of Calculus, as Courtenay's; in 
French, to translate several of the plays of Moliere and Racine; 
in German, to translate Schiller's Wilhelm Tell, or its equivalent. 
The writer's former connection with schools of the class alluded 
to enables him to speak definitely and accurately. 

As an example, there is submitted the following examination in 
Analytical Geometry, which was given in one of these preparatory 
schools : 
L Prove that the general equation of the second degree between 

two variables will always represent one of the conic sections. 
IL Find the equation of the conchoid and construct the curve. 
IIL Prove that the cosine of the angle included between two lines 
is equal to the product of the cosines of the angles which the 
lines in space form with the co-ordinate axes. 

IV. Determine graphically the roots of the equation 

x^ + 8a'3 4- 23x2 + S2X -f 16 = o. 

V. Find the general equation of a plane. 

VI. Prove that every equation of the first degree between three 
variables is the equation of a plane. 

VII. Find the value of the perpendicular drawn from the point 
(x' y' z') to the plane 8;»r -{- 93; — 2r-|-^=o. 

VIII. Find the value of the angle included between the two planes 
represented by the equations — 

5^ — 7^ + 3^ + I = 0. 
2;r+y — 35r = o. 

IX. Find the equation of a right cone with an elliptical base. 

X. Discuss the equation Mz^ + Ny"^ -f Lx"^ -j- P = 0, and determine 
the surface represented. 

XL Determine the general equation of the tangent plane to sur- 
faces which have a center. 



126 DR. WILLIAM LEROY BROUN 

The argument therefore is that it is impossible to ele- 
vate the standard of scholarship to any great degree so 
long as we are unprovided with good disciplinary schools 
and academies, and that the mental training of the acad- 
emy depends on the attainments of the teacher that are 
demanded by the college for his graduation, and not on 
the requirements the college makes for the admission of 
students to the lower classes. The college is thus de- 
barred from exacting high attainments, and produces no 
reactive influence on academies. It is compelled by its 
own prescribed course to conform itself year after year 
to the same standard. Whereas in the elective system 
the growth is perceptible from year to year. The acad- 
emies improve, the students go to the college better pre- 
pared, and the professor is enabled to pretermit the 
tutorial work in a great degree, and to go forward and 
render his course each year more extensive and more 
thorough. 

(7.) The elective system is the greater and includes 
the lesser. It does all that the prescribed course does and 
more also. It is capable of descending lower and ascend- 
ing higher. It can both supply the deficiency of 
academies and offer a postgraduate course. The pro- 
fessor can exact certain generally attainable acquirements 
for ordinary graduation ; and besides can organize for the 
more clever students, and for those who desire to perfect 
themselves more thoroughly in certain departments, a 
postgraduate course, which will in no manner conflict 
with the general arrangement, but will be a coordinate 
part of the system. 



HIS ADDRESSES 127 

We sum up the arguments we have presented in favor 
of the elective system, as follows : 

1st. Its character especially adapts it to the varying 
wants of the young men of the South : and particularly to 
those whose limited means will not admit of a complete 
course, hence its especial adaptation to our present neces- 
sities. 

2d. It is equally adapted to those who desire a practical 
and scientific training and to those who prefer to become 
disciplined in those habits of thought superinduced by a 
study of the ancient languages. 

3d. It is broad, flexible, expansive, and progress- 
ive. It includes the prescribed curriculum and more, 
and is ready to introduce without change any subject 
that time may prove essential to the well-being of so- 
ciety. 

4th. It supplies the deficiency of academies, perform- 
ing when necessary tutorial work. 

5th. It elevates scholarship to a far higher rank than is 
attainable in the restrictive system. 

6th. It excites an unusual amount of mental activity 
among students and professors, and reacts to the im- 
provement of academies. 

7th. It admits without change of plan a postgraduate 



3 The educational reform exciting at present so much interest in 
England ceases to be a subject of controversy with the adoption of 
the elective system, for equal opportunities are here presented to 
the advocates of a literary or a scientific culture. But we are in- 
clined to regard the capacity of this system to elevate scholarship 



128 DR. WILLIAM LEROY BROUN 

These general arguments are conclusive in favor of 
the elective system. But we must be understood, for we 
do not pretend that it will do all that is claimed for it 
without the proper men. No system can make a clever 
man of one constitutionally dull, and none can make a 
good professor of a naturally stupid man. 

Yet, we are convinced that the system that places a pro- 
fessor upon his own merits and requires him to desert 
text-books and lecture regularly will incite cleverness, and 
serve as an antidote to what otherwise would be natural 
dullness. It compels work, earnest work, on the part of 
both professor and student. We speak advisedly when 
we say that we have known professors under this elective 
system to do more real work in the preparation of their 

and exact thoroughness as one of its chief merits. Says Mr. J. M. 
Wilson, " I hold that a boy is best educated by learning something 
of many things, and much of something."' In the prescribed course, 
when the time for each subject is limited, does the boy learn much 
of something, in the sense here used? Says Professor A. De Mor- 
gan, in a lecture delivered at University College, London, — " When 
the student has occupied his time in learning a moderate portion of 
many different things, what has he acquired, — extensive knowledge 
or useful habits? Even if he can be said to have varied learning, 
it will not be long true of him, for nothing flies so quickly as half 
digested knowledge; and when this is gone there remains but a 
slender portion of useful power. A small quantity of learning 
quickly evaporates from a mind which never held any learning, 
except in small quantities; .... men who have given deep at- 
tention to one or more liberal studies can learn to the end of their 
lives ; and are able to retain and apply very small quantities of other 
kinds of knowledge; while those who have never learned much of 
any one thing seldom acquire new knowledge after they attain to 
years of maturity, and frequently lose the greater part of that which 
they once possessed." 



HIS ADDRESSES 129 

lectures and to perform more of the real drudgery of 
teaching in one month than we have seen some perform 
in the course of the whole collegiate year under the pre- 
scribed system. We remember having once heard a pro- 
fessor in perfect naivete remark that in a certain well 
known text-book his course consisted of eighteen lectures, 
and that, as he had committed them perfectly to memory 
and could repeat them word for word, therefore he had 
nothing more to do! 

Such a system as would tolerate such a professor has 
been an obstacle to progress, a positive injury to the 
youth, who, under the guise of being educated, of having 
their mental faculties unfolded, educed, and disciplined, 
have often had them dwarfed and in some instances 
ruined by the fatal mistake of regarding the filling the 
mind as a vast storehouse with an undigested collection of 
facts as the object of collegiate education. It is strange 
that it is found so hard to induce some teachers to leave 
off their mental swaddling-clothes. Useful formation 
and not useful information should constitute the chief 
object of collegiate education. 

The system the peculiar features of which we have en- 
deavored to explain was established in this country, 
through the influence of Mr. Jefferson, and found its full 
development in the University of Virginia. Established 
in 1825, it met the concurrent opposition of all the re- 
ligious denominations; and, under the obloquy of infidel- 
ity to the Christian religion, struggled, with few students 
and with frequent and serious riots, until its high standard 



I30 DR. WILLIAM LEROY BROUN 

of scholarship and the Christian character of its pro- 
fessors established its reputation and secured its success. 
It has been the means of totally reforming the system of 
teaching in the academies and schools in the State of 
Virginia, and in very many of those in the other Southern 
States. 

The superiority of scholarship attained at the institu- 
tion where this system was first introduced was clearly 
attested during the late war. When it became necessary 
to reorganize the ordnance department of the Confederate 
States, the secretary of war ordered the examination of 
all candidates for appointment. Under this order, exam- 
inations were held at the several headquarters of all the 
armies then in the service of the Confederate States. 
The result was that four-fifths of those recommended by 
the board of examiners were graduates in some form of 
the University of Virginia.* 

Its success in elevating scholarship and in extending 
its healthful influence to high schools has attracted de- 
served attention, and we find that three important colleges 
in Virginia, the University of South Carolina, and the 
Kentucky University have abolished the old curriculum 
for the more expansive elective system. Their success 
will only be secured by maintaining a high standard of 
scholarship.^ 

* The writer was appointed by the secretary of war to prepare 
the examinations, and to conduct the same at the several headquar- 
ters of the armies. The examinations were all conducted in writ- 
ing. This was an unexpected, but no doubt deserved compliment. 

5 Since this Report was read, we learn that the trustees of the 



HIS ADDRESSES 131 

After a sufficient number of good schools have been 
estabhshed throughout the South to do the requisite 
elementary training, it may remain a question for discus- 
sion whether it will then be advisable to continue the 
elective system in those colleges that depend on local 
patronage, the majority of whose students are content 
with a limited education. Such colleges should corre- 
spond to the gymnasia of Germany, and by becoming 
thorough training schools, confining themselves to the 
permanent studies, they would greatly advance the cause 
of sound learning. 

But for an institution that aspires to be a university 
not in name alone; that aspires to be universal in its 
character, adapted to all classes ; that undertakes to teach 
the '' permanent studies that link us to the past, and the 
progressive studies that connect us with the present and 
future " ; that professes both to educate, and to fit by in- 
struction in special schools for practical life, — the elec- 
tive system is that best adapted to enable it fully to per- 
form its functions under all circumstances. 

The people require this universal system adapted to all 
classes, a system adapted to the rich as well as to the poor, 
a system equally adapted for liberal culture or special 
instruction. Its adoption would winnow the chaff from 
the wheat, substitute sense for sound, knowledge for the 

University of North Carolina propose to reorganize that institu- 
tion upon a plan better adapted to meet the wants of the age ; in the 
main, adopting the plan whose advantages it has been the object of 
this report to present, — that is, the elective system of independent 
schools. 



132 DR. WILLIAM LEROY BROUN 

symbol of knowledge, and render a diploma a mark of 
real attainments. 

But objections of this kind have been urged by some 
against this elective system : " Before they [the boys] 
are properly prepared, they present themselves for ad- 
mission into college, and are allowed to make their own 
selection of studies. Are they qualified to reach a wise 
conclusion in a subject of such importance and difficulty? 
Do they not generally select those subjects which require 
the least effort ? Unquestionably this has been the result 
where the elective system has been adopted." ^ 

Let us see if such has been the result. Examine the 
catalogue of the University of Virginia, the only institu- 
tion in America where the elective system has been in 
successful operation for more than forty years, and where 
it existed a quarter of a century before Dr. Wayland at- 
tempted to introduce it in Brown University. How does 
the number of students in the more difficult and less diffi- 
cult subjects compare? We find, from an accurate table 
of the number of students in attendance in each class 
from 1825 to 1867, the following to be the result : 

In the Department of Mathematics, 4672 Students 

" " " " Latin and Greek, 4117 '* 

" Modern Languages, 3720 " 

" " " " Natural Philosophy, 3215 

" " " " Moral Philosophy, 2967 

" " " " Chemistry, 2122 

« A new scheme of organization, instruction, and government for 
the University of Alabama, by James T. Murfee, architect and late 
commandant cadets, Tuskaloosa, Alabama, — 1867. 



HIS ADDRESSES 133 

We see, therefore, that an experience of forty-two 
years proves that just the opposite to what objectors have 
urged is true. The more difficult subjects as mathe- 
matics and ancient languages, which constitute the basis 
of all thorough education, are more frequently elected 
than the less difficult ones of moral philosophy and 
chemistry. 

The practical working of the system is that the election 
is made for the young student by his parent or teacher 
long before he enters college, or by his professor for him 
when he enters. 

What studies shall he take the first year and what the 
second year constitute a subject of anxious inquiry on the 
part of the parent, teacher, and student; and the conclu- 
sion is only reached after much consultation with friends 
capable of advising, when all the circumstances appli- 
cable to the particular care are considered, including pro- 
ficiency, aptness to acquire, studious habits, probable pro- 
fession or business, and the number of years he may be 
able to attend college. 

The untutored boy, therefore, in fact does not elect his 
own studies, but those do who best know his capacity and 
know what training is best suited for his peculiar develop- 
ment. The boy is left neither to himself nor to a fixed 
prescribed course. 

We regard this system as eminently adapted to our 
present necessities, and therefore, so far, provisional in 
its character. A complete system of educational institu- 
tions would require the common school, the grammar 



134 DR. WILLIAM LEROY BROUN 

school, the high school, the college, and the university, 
each performing its own peculiar functions without 
trenching on the other; all coordinated together and 
forming one graduated and complete system. The uni- 
versity should rank superior to the college by affording 
opportunities for special instruction in the various profes- 
sions of life, and by a more extended course in science 
and literature than is adapted to collegiate education. 
The great cost of the machinery of education for scien- 
tific professional life, where it is necessary to furnish ex- 
pensive apparatus and models, demonstrates the economy 
of concentration. Hence it is neither economical nor 
wise to attempt to multiply universities. A university 
organized on this system should properly be designed only 
for those who have already received a fair collegiate 
training; but, as previously remarked, in the absence of 
those good schools necessary to give the requisite train- 
ing, by this system the required disciplinary work can be 
performed. 

We do not desire to be understood as advocating 
practical knowledge only; yet, while we adopt Kant's 
definition that " the duty of education is to reveal to our 
consciousness — to evolve — the inherent ideal of divinity 
in man," we must say, with Herbert Spencer, the im- 
portant question for us is, '' how to live." " In what way 
to treat the body," says he; " in what way to treat the 
mind ; in what way to bring up a family ; in what way to 
behave as a citizen; in what way to utilize all those 
sources of happiness which nature supplies; how to use 



HIS ADDRESSES 135 

all our faculties to the greatest advantage of ourselves 
and others, constitute the great thing needful for us to 
learn, and by consequence is the great thing which educa- 
tion has to teach." 

We cannot hope to do everything at once. We ac- 
knovv^ledge the high and noble ultimate aim of education 
to develop the " inherent divinity " within us, but we 
must be content now to lay the basis, the groundwork of 
that noble superstructure. There can be no development, 
no high culture without leisure. There can be no leisure 
without wealth. 

Hence the necessity that is upon us, the people of the 
South, to do what our forefathers did, — to do the work 
that is essential in a frontier civilization, in order to es- 
tablish the basis of a higher culture : and hence the ne- 
cessity of an education adapted to that end, and of a 
system, provisional it may be for colleges, that admits of 
special instruction; that undertakes both to supply the 
present deficiency of schools, and to elevate the standard 
of scholarship; that is equally adapted to those whose 
means will admit of a liberal education as well as to those 
who are compelled to be content with that partial educa- 
tion which necessity has imposed upon them. 

Is it not a proof of the failure of our system of col- 
legiate education, and of its non-adaptation to the wants 
of the people, that so many of our colleges are losing pat- 
ronage as to be incapable of self-support? Are not our 
colleges losing the confidence of the people by their failure 
to furnish the men needed by the times ? Are' they doing 



136 DR. WILLIAM LEROY BROUN 

the work needed ? These are grave questions worthy of 
careful consideration. 

The successful establishment of the scientific schools 
of Harvard, Yale, and Columbia Colleges as independent 
departments, and the recent establishment of the Institute 
of Technology in Boston all indicate the requirements of 
the times, as well as the attempt to introduce a scientific 
course in very many of our Southern colleges. But in 
many of the colleges alluded to the attempt has been made 
to '' tack on " a scientific course as a mere appendage to 
the old traditional system. By consequence we will thus 
have two totally different educations, " incongruous in 
aim and alien in spirit," which will not only fail to 
strengthen and support each other, but may exert 
mutually an injurious influence. By the elective system 
this antagonism is destroyed, and a certain repression of 
classical studies can be effected by those who desire it, 
and the time spent in the prosecution of those subjects 
which hardly existed in name a quarter of a century ago, 
the development of which so eminently distinguish the 
age in which we live. No other proof need be offered 
to demonstrate the necessity of a radical change in our 
system of collegiate education and its lack of adaptation 
to our present necessities than the fact that since the 
present curriculum was introduced new sciences have been 
discovered with which men are now compelled to be 
familiar, otherwise they are not educated for the age in 
which they live; otherwise they cannot hope to furnish 
living illustrations of Milton's noble definition of a " com- 



HIS ADDRESSES 137 

plete and generous education," as " that which fits a man 
to perform justly, skillfully, and magnanimously all the 
offices, both private and public, of peace and war." 

TECHNICAL EDUCATION IN ALABAMA 

(Baccalaureate Address at the Agricultural and 
Mechanical College, Auburn, Ala.) 

I deem it not inappropriate on this occasion to present 
in a brief, distinct form the educational work of this col- 
lege as now organized by the authority and the approval 
of the trustees. 

The State of Alabama is trustee of the fund consti- 
tuting the endowment of the college, given by the con- 
gress of the United States, which endowment is subject 
to certain conditions, expressed in the often quoted act of 
congress. 

This act declares, " The leading object of the col- 
lege established with this fund shall be, without exclud- 
ing other scientific and classical studies and includ- 
ing military tactics, to teach such branches of learning as 
are related to agriculture and the mechanic arts." 

I would have you mark the language of the law which 
constitutes the charter of this college. It does not say 
the exclusive object, or even the leading object, shall be 
to teach agriculture and the mechanic arts, but the lead- 
ing object shall be to " teach such branches of learning 
as are related to agriculture and the mechanic arts." 

This at once leads us to inquire what are the branches 



138 DR. WILLIAM LEROY BROUN 

of learning related to these subjects? What are related 
to agriculture ? 

First, above all others, must remain chemistry, that 
wonderful science of atoms and molecules that treats of 
the affinities and interchanges of matter, of matter so 
minute as to be invisible with the most powerful micro- 
scope ; that science that tells of the laws that govern the 
growth of plants and animals, that enters the dark re- 
cesses of the earth and with her torch illumines the hid- 
den processes by which the dead mineral is made living 
matter, — is made part of the living plant, thus furnishing 
man with food and clothes. 

This science that has grown in the last generation to be 
an overshadowing tree, giving in its varied applications 
to the arts the rich fruit on which modern civilization 
has flourished, is of all others preeminently related to 
agriculture, being that by which scientific agriculture has 
been made possible, and on which its future advance- 
ment depends. 

Hence the study of chemistry is made one of the lead- 
ing objects of this institution, being made to cover three 
years of consecutive work, in which the student is taught 
not simply the laws of chemical science, but by hand 
work and eye work is taught how, by the unerring bal- 
ance, to separate a compound into its component parts, 
to determine its constituent elements, to determine the 
nature of the soil and the value of the fertilizers he 
would apply thereto. He is taught not only chemistry in 
its applications to agriculture, but also its applications to 



HIS ADDRESSES 139 

the varied useful arts that distinguish modern life. 

But the intelligent farmer would also wish to know 
something of the laws by which, under the influence of 
moisture, the heat rays cause the seed to change from its 
dormant condition, in which it may remain for years, and 
burst into life, into a living, growing plant, — somewhat 
of that mysterious power possessed by solar light that 
enables the green plant leaf to build up its form by ad- 
ding atom by atom of carbon from the air we breathe, — 
something of all those hidden and, to some extent, yet 
unexplained laws of life and of heat and of electricity 
also that influence life and growth on the earth we 
inhabit. 

He would wish to know the causes that control the 
gentle dews and refreshing rains, or that send the blight- 
ing frost and destructive storm. He would wish to 
know how capillary action is promoted by deep plowing; 
why a distressing drought is not an unmitigated evil; 
how the fertilizing salts brought from the unreached 
depths may increase the fertility of the soil and give in 
subsequent years abundant harvest. This and kindred 
knowledge he would attain by the study of physics, for 
which ample provision is made in this institution. 

Again, the organic structures and the functions of ani- 
mal and plant life constitute a large field of inquiry, em- 
braced in these comprehensive studies, — botany, zoology, 
and physiology. All these find a place in our educational 
work and are classed among the leading objects of study, 
extending over four years of college life, including in their 



140 DR. WILLIAM LEROY BROUN 

manner of treatment special applications to the study of 
insects injurious and beneficial to plant life, and to the 
study of diseases and remedies incident thereto. Nor is 
it paper science alone that is here taught in this depart- 
ment. With nearly a score of microscopes at the dis- 
posal of the students, they learn in the laboratory to deal 
with things, not words; they learn how, with hand and 
eye, to observe, analyze, determine, the plant or animal 
submitted for examination. All this is work, scientific 
work, required of our students as one of the branches of 
learning related to agriculture. 

Again, the educated, scientific farmer should, know 
something of the origin of the soil he cultivates so as to 
form a correct conclusion of the character of the fertility 
it exhibits. He should also understand the constitution 
of its rocks and minerals as well as be able to recognize 
by the outcrop the character of his geological horizon. 
Hence mineralogy and geology in its economic relations 
are branches of learning related to agriculture, for 
which the student will here find special facilities. 

Not alone are the sciences of chemistry, physics, 
botany, mineralogy, physiology, and geology branches 
of learning related to agriculture, but in its wider sense 
these applications of the general laws of physics that con- 
stitute the science of meteorology must not be neglected ; 
and at this institution they receive special attention as 
witnessed in the monthly bulletins giving the results of 
the meteorological observations and in the weather fore- 
casts indicated by daily signals, 



HIS ADDRESSES 141 

But the authorities of the college, with intent to ful- 
fill in any and every respect all the requirements of the 
law, have not only provided for instruction in the 
branches of learning we have just named, but also have 
provided in the Farm and Experiment Station that the 
great laboratory of nature shall be questioned, that our 
students may learn when and how to plant and sow, 
how to cultivate and harvest; may see the deductions of 
the class-room verified in nature's laboratory; may have 
the results of the accumulated experiences of the most 
intelligent and successful farmers set forth in lectures 
that constitute a storehouse of knowledge, invaluable to 
those who may follow the vocation of the farmer. 

But their efforts to benefit the large interests of agri- 
culture in Alabama have not been limited simply to in- 
struction given to students who enter the halls of this 
college. 

Through the Experiment Station where numerous ex- 
periments in horticulture and agriculture are annually 
made, where results and conclusions are widely dis- 
tributed throughout the State, we may reasonably expect 
an increased scientific knowledge among the farmers, 
and hence an increase of agricultural products as the re- 
sult of the adoption of improved methods. 

But this Experiment Station, in the interest of the 
agriculturists, has also an important function in pro- 
tecting the farmers of Alabama from imposition in the 
sale of inferior fertilizers; and in the short time it has 
been established it has, — by the more than five thou- 



142 DR. WILLIAM LEROY BROUN 

sand separate chemical analyses here determined, and 
by the dissemination of the results and conclusions of 
the experiments made, — already returned to the farm- 
ers many times in value the amount expended on its sup- 
port; and from it in coming years, with proper encour- 
agement from the State, important results must follow. 

But not alone must the leading object of this college 
be to teach the branches of learning that relate to agri- 
culture, but also, as the law requires, its object is to 
teach those branches of learning that relate to mechanic 
arts. And what are the branches related thereto, and 
how has the law been complied with ? The arts by which 
the raw material is converted into food and clothing for 
civilized men, by which towns and cities are built, by 
which rivers are spanned and roads and canals are con- 
structed, by which the ocean is made a highway for 
transportation and manufacturing rendered possible, — 
all these and all that mark the high progress of the pres- 
ent century are directly or remotely dependent on the 
progress in mechanic arts. 

The studies that relate to mechanic arts are the studies 
that relate to busy, active life in some of the phases that 
mark' this industrial age. Hence, to comply with the 
charter, we must teach chemistry in its applications, 
physics with its phenomena and laws, mechanics with its 
law of forces and its application to machinery and con- 
struction. 

We must teach all these applications of chemistry. 



HIS ADDRESSES 143 

physics, and mechanics that are not recognized as classed 
under the general name of engineering. Definite pro- 
vision is made for instruction in these subjects that are 
not overshadowed, nor placed in the background, but are 
made, in the courses of study established, to constitute 
a leading object of education. 

But, to comply with the spirit of the wise provisions 
of this law to its full extent, the trustees have recently 
established, as soon as means were provided therefor, a 
special laboratory of mechanic arts, — a laboratory 
where manual training, where hand work and brain work 
are daily combined. Here the students daily work 
with the plane, the saw, the chisel, or construct mate- 
rial into the prescribed form by the whirling lathe, or 
determine by rigid science the efficient power of the en- 
gine that controls the machinery of the laboratory. 
Here by this hand training, working from drawings 
by a series of graded lessons, not only does the hand ac- 
quire skill and the eye accuracy, but the brain thinks 
and a spirit of inquiry and investigation is encouraged. 

This laboratory is not simply manual training, but it 
is brain training and character training. Here the boy 
sees labor dignified, elevated. He is no longer afraid nor 
ashamed to work. He hesitates not to learn how to ex- 
press his brain thought in the concrete through hand- 
work, and takes a just pride in every proof of manual 
skill. 

In no sense, we may add, is this laboratory designed 
simply to make skilled mechanics. Its object is through 



144 DR. WILLIAM LEROY BROUN 

the hand and eye better to educate the boy, to give him 
increased power, to teach him to do something, and thus 
better fit him for the duties of life in this industrial age, 
whatever his vocation may be. 

Says Ruskin : " To know the use, either of land or 
tools, you must know what useful things can grow from 
the one and be made with the other. And therefore I 
know what is useful and what is useless. And to be 
skilled, to provide the one, and wise to scorn the other, 
is the first need of all industrial men." 

At the tercentenary celebration of the University of 
Edinburgh, the rector declared that for three centuries 
that university had been famous for two things, " plain 
living and high thinking." Here we would fain hope 
that in the years to come it may be said this college was 
famous for/ three things, — ^ plain living, true thinking, 
and earnest working, — earnest working with tools. 

" Man," says Carlyle, " is a tool-using animal. No- 
w^here do you find him without tools ; without tools he is 
nothing, with tools he is all." 

This training of the hand and eye in the use of tools 
is rapidly coming to be recognized as an important and 
essential feature in modern, education. In all techno- 
logical institutes, in Europe and in this country, also, it 
holds an important place; and, in some form, its intro- 
duction in the public schools is earnestly advocated. 

While we were engaged establishing our plant of the 
mechanic art laboratory at this college last summer the 
board of education of the city of Philadelphia were call- 



HIS ADDRESSES 145 

ing attention to their new manual training school. 
" This manual training," they said, " is intended to give 
the boys such a knowledge of the tools and materials 
employed in the chief industrial pursuits of our time as 
shall place them in more direct and sympathetic relation 
with the great activities of the business world." 

" This school," they add, " will make our public edu- 
cation not only more complete and systematic in char- 
acter than it has been, but it will be at the same time 
better adapted to enable the pupils to win their way in 
life. No matter what future a parent may have marked 
out for his boy, whether he be intended for an industrial, 
mercantile, or professional occupation, it is believed that 
such an education will be of immense advantage to him." 

We have here in these expressions a confirmation of 
views which now are generally concurred in by educa- 
tors. 

In establishing this laboratory the trustees have placed 
Alabama in the front of progress in industrial educa- 
tion, as she was thereby among the first of the South- 
ern States to adopt what is now being introduced else- 
where with approbation. 

This review of the character of education provided 
for in this college for the youth of Alabama would be 
incomplete should we fail to mention that drawing in its 
elementary, as well as in its higher and technical forms, 
is made a prominent feature. Practice is daily required 
in this valuable auxiliary in industrial education by 
which the eye is trained to accuracy of form and ob- 



146 DR. WILLIAM LEROY BROUN 

servation and the hand to express rapidly and vividly 
by this universal language the forms which the mind 
conceives. In all scientific education the study and prac- 
tice of drawing holds an important place, whether re- 
garded as a means of educational discipline or in its 
practical relations to the industries of life. 

There is also in this college, on the practical side of 
education, provisions made for acquiring skill in the 
art of printing, in practical telegraphy, and in type- 
writing. 

But the question is asked, are these studies that we 
have named the only branches of learning that are re- 
lated to agriculture and the mechanic arts, and are not 
time and attention given to those subjects of general 
education pursued at other colleges? 

Universal experience has demonstrated that educa- 
tional success requires a broad, solid foundation on which 
to build; that general education, general culture must 
precede special training; that, to prosecute science and 
its applications, that student will meet with the great- 
est success whose mind has been trained and disciplined 
by the continued study of mathematics and language; 
hence in the early years of a student's college life he is 
here subjected to daily training in the study of the Eng- 
lish language that he may learn to express his thoughts 
with precision, and in its higher forms receive that cul- 
ture that comes of familiarity with the pure and en- 
nobling thoughts that the true and high have bequeathed 
to the ages. He is also here subjected to daily train- 



HIS ADDRESSES 147 

ing in the stern discipline of mathematics that he may 
learn to reason logically, that he may learn the language 
in which science is expressed. On this broad founda- 
tion well laid is the superstructure of scientific educa- 
tion raised. 

But the broad and comprehensive charter under which 
this college exists gives other duties, other responsibili- 
ties than those which have been discussed and defined to 
be '' its leading objects." It says that these things shall 
be done, but that others shall not be left undone, — that 
its leading object shall be accomplished " without ex- 
cluding other scientific and classical studies," and all 
this shall be done in order to promote " liberal and prac- 
tical education." Hence there is provided also a gen- 
eral course of education which includes Latin and mod- 
ern languages, — a course less technical, less scientific, 
to meet the wants of those who have selected no definite 
vocation in life as well as of those who propose to en- 
gage in teaching or some commercial business. 

And as far as the time permits, without trenching 
too much on the leading object, the education given here 
includes also some general knowledge of those compre- 
hensive sciences which treat of the laws and relations of 
commerce, of labor and capital, and the phenomena and 
laws of mind and morals, not neglecting the history 
of former generations of men, nor the sublime story 
of the heavens. 

The charter also names one subject that shall be 
taught, and it is the only subject that is named. It says 



148 DR. WILLIAM LEROY BROUN 

the education given in this college must include military 
tactics ; and, as organized at present, the students of this 
college enjoy in this department equal advantages with 
those who are under the care of the government at the 
National Military Academy. 

In this examination of the character of the education 
given here, we see that the leading object, as defined 
by the charter, is kept clearly in view, and the courses 
of education are made with distinct reference thereto. 

In all the States these colleges established under the 
national grant have been subjected to criticism, ofteq 
adverse, generally unwise and unjust, arising from a 
misapprehension in regard to the object to be accom- 
plished, as so clearly defined in the act of congress. 

This misapprehension arises in the public mind in a 
great degree, I apprehend, from the name the colleges 
bear. Their leading object is to teach, — to teach not 
agriculture nor mechanic arts simply — it is nowhere 
so nominated in the act — but to teach those branches 
of learning related thereto. Hence they are in fact — 
and should so be known — the national schools of 
science, the technical institutes of America. And in con- 
formity with this general and more comprehensive view, 
the trustees permit that this college may also bear the 
name of the Alabama Polytechnic Institute ; and we ear- 
nestly hope that it may, in the not distant years, prove 
itself worthy of the name. 

Our object being to teach the principles and applica- 
tions of science, to accomplish this in the best possible 



HIS ADDRESSES 149 

way the distinctive feature of laboratory instruction is 
made specially prominent. Hence in the interest of 
practical education, — not only in agriculture, with the 
appliances in use, and in the mechanic arts, with the 
plane, the saw, the chisel, and the lathe, — are things, 
not words, taught to the hand and eye; and also in the 
allied sciences are working laboratories established, 
where students work with hand and eye; in chemistry, 
with crucible, retort, and balance; in botany, with their 
microscopes; in engineering, with the transit and level; 
in drawing, with the dividers, scale and square, and in 
printing and telegraphy, with the same appliances that 
are used in practical operations. 

All these are laboratory means of education, where in 
applying the principles of science the hand and eye are 
taught skill and accuracy, and thus a more complete and 
rounded education is given than where they are neg- 
lected. The boy is taught the art of doing things, is 
taught to execute, to do something ; and by his increased 
power acquires strength and self-reliance. And the boy 
who possesses skill in the use of his hands and fingers in 
some useful art possesses a something which will not 
only make bread-winning easier, but also make his hap- 
piness greater and his usefulness larger. 

Ever keeping in mind the fundamental truth that 
general education must precede technical, that technical 
education, to be of real worth and bear fruit, must be 
founded on that general education that imparts mental 
discipline and vigor and trains the mind to think and 



ISO DR. WILLIAM LEROY BROUN 

reason accurately, this college, loyal to this truth, will 
use every effort to advance in the applications of science, 
every effort to promote technical education as best it 
may with the means at its disposal, taking care to ad- 
vance as rapidly as its environments will permit, but at 
the same time taking care not to advance too rapidly. 

But all training of the hand and eye, all discipline of 
the mind, no matter how excellent and thorough it may 
be, will all bear bitter fruit, all be but ashes and dross, 
unless the heart is filled with a high sense of duty, un- 
less self is made to retire, unless love of what is pure 
and high give inspiration to noble deeds, unless the 
spirit of Christian philosophy fill the soul. No college 
can take the place of home, but college can supplement 
home work, can guard, guide, direct, and inspire. We 
cannot always reform, but under the blessing of our 
Heavenly Father we may do much toward forming true 
men, — men who love the truth and fear only evil, — and 
to this end all the efforts of the officers are directed. 

But one word in regard to what has been accomplished 
in the past few years, since the State for the first time 
gave substantial support to this institution. The trus- 
tees of the college have established in the interest of ag- 
riculture an experiment station, one of the first then es- 
tablished in the South; have provided officers; have 
equipped laboratories, — all fof work in the exclusive 
interest of the farmers of the State. 

The function of this station is four-fold, — for pro- 
tection, discovery, dissemination, and illustration; pro- 



HIS ADDRESSES 151 

tection by chemical analysis from imposition of imper- 
fect fertilizers ; discovery by experiment and observation 
(as all discoveries in science are made) of the best 
method of cultivation, of the varieties of plants best 
adapted to our soil and climate, and of their diseases and 
remedies; dissemination of the results and conclusions 
to those most interested, and for illustrating to students 
the most improved methods used. 

The Experiment Station has just begun its work. It 
has before it a work of great magnitude: no less than 
to improve the methods of agriculture now adopted in 
this State and thereby increase its production, to raise 
Alabama from the position assigned her in the last 
census and give her that to which she is entitled by the 
fertility of her soil. 

Farmers cannot, even when they possess the intelli- 
gence necessary, expend the time and means required to 
solve questions in agriculture by experiment. This must 
be done, if done at all, at the public expense for the 
common good. 

The Experiment Station, we must bear in mind, is es- 
tablished exclusively in the farmer's interest; and if the 
national government should fail to make the liberal ap- 
propriation now proposed in congress, our own State 
should extend its fostering hand, build up commodious 
laboratories and equip them with all modern appliances 
for the different departments of chemistry, that hand- 
maid of agriculture, without which scientific progress is 
not possible. It should increase its facilities, and not 



152 DR. WILLIAM LEROY BROUN 

permit the important work begun, whose potent results 
lie in the future, to be abridged for lack of the appli- 
ances required. 

Again, there has been established and partly equipped 
by the trustees the Mechanic Arts Laboratory, that es- 
sential adjunct in all technical education, where skill 
and the use of tools is acquired ; and where labor, guided 
by the brain, is lifted from the plane of drudgery to the 
post of honor; a laboratory which we hope will soon be 
completed in all its parts, and be made the equal in ap- 
pliances of any in the Union. 

In this important modern phase of scientific education, 
Alabama has priority in time, and should not consent to 
inferiority in equipment. 

But what relation has technical education to modern 
civilization, and what benefit may be expected there- 
from? Let me simply mention two statistical facts for 
your consideration : " In the manufactures of Great 
Britain alone, the power which steam exerts is esti- 
mated to be equal to the manual labor of four hundred 
millions of men, or more than double the number of 
men supposed to inhabit the globe." 

Here is the remarkable fact that a few millions of peo- 
ple in the limits of Great Britain, by the means of tools, 
by the foundry, the forge, and machine shops applied to 
manufactures, — using steam as designed by their own 
Watt, — exert to-day more industrial power than all the 
combined people of the whole earth exerted one hun- 
dred years ago. 



HIS ADDRESSES 153 

Again, as exhibiting the value of thought and skill 
applied to raw material, the statistics of the United 
States show that while the capital and number of per- 
sons employed in manufactures is less than one-third of 
the capital and number of persons employed in agri- 
culture, yet the increased value of the manufactured 
product above that of the raw material used, the in- 
creased value given to the raw material by two of the 
machines, directed by skill and intelligence, is nearly 
equal in value to the total production of all the farms in 
the United States. 

These two striking facts show the value of skill and 
intelligence over unskilled labor, of brain power over 
brawn; they indicate the important part that skilled in- 
dustrial power has in modern civilization; and they 
clearly demonstrate that for a State to equip her youth 
by a proper education for this age of steam and steel, for 
Alabama to realize the possibilities of her fertile fields, 
of her natural highways of commerce, of her vast re- 
sources of wood, coal, and iron, for Alabama to plan 
wisely now for the future of her own sons, her foster- 
ing hand should maintain, support, and encourage tech- 
nical education. 

Alabama's duty to herself 

Milton defined education to be that which fits a man 
to perform skillfully, magnanimously, and justly all the 
offices, both public and private, of peace and war. 
Education, according to this definition, does not look to 



154 DR. WILLIAM LEROY BROUN 

self nor to culture for enjoyment's sake, but to the per- 
formance of duties, — duties of the most practical char- 
acter, " public and private, in peace and war." An edu- 
cated man must be able to perform with skill and with 
justice whatever offices life may impose upon him. 
This definition we see looks to the end, to the results, 
and not to the means employed. But, judged by this 
standard, how many college graduates would we call 
educated? In fact, but few men would fill the require- 
ment. It is so broad and comprehensive, and, indeed, 
may be regarded as the ideal standard to which we should 
endeavor to approximate. 

But the idea involved in the definition, old as it is, 
is what all educators will accept. It is the fitting for 
the duties of life. But in regard to the means best 
adapted for this preparation arises educational contro- 
versy that will continue to occupy a large space in lit- 
erature. 

Is this fitting, this training, this discipline which con- 
stitutes the ground work of all good education, best at- 
tained by the. old,' time-honored, classical course which 
involves a prolonged study of Latin and Greek, or by 
the study of modern science? 

I do not propose to occupy your time by entering 
upon the discussion of this question. In my opinion it 
is a question of time more than of relative advantages. 
I yield to none in my high appreciation of the disciplin- 
ary training resulting from the study of the classics, 
but am not prepared to admit its superiority to the study 



HIS ADDRESSES 155 

of science, even of a mental discipline, apart from its im- 
portant applications to life. 

So far as mental discipline is an object of education, 
no one can maintain that the whole of discipline nor the 
best of discipline is monopolized by the classics alone, 
while it is true that it is not so much the nature of a 
subject that renders it a means of valuable mental dis- 
cipline as the method in which that subject is taught 
and the teachers by whom it is taught. 

Yet, it is no less true that scientific education, not the 
memorizing a string of scientific results, but the logical 
and accurate study of scientific principles, is a mental 
discipline of inestimable value not enjoyed by linguistic 
studies. It cultivates the faculty of accurate observa- 
tion and accurate thought and what preeminently gives 
it value; it forms by the study of methods by which 
scientific truth has been obtained the habit of inductive 
thought, and thus renders the mind familiar with the 
logic of what in every day life is called the wisdom of 
common sense. 

The question is, or should be, not whether this or that 
study is of advantage or not, but when all the circum- 
stances of the individual and his probable future voca- 
tion in life are considered, which study, in the limited 
time devoted to mental improvement, will be to him of 
most advantage? It is obvious that this view narrows 
the field to a selection of subjects with reference to fu- 
ture utility. While an extended study of the classics is 
of undoubted value to the future theologian and the 



156 DR. WILLIAM LEROY BROUN 

study of calculus of value to the teacher, investigator, 
or engineer, these studies are not of equal value to all. 

In many instances time and money are wasted in the 
study of the classics, simply because in the common mind 
such studies are supposed to indicate culture of a higher 
order than they are justly entitled to; and our own ex- 
perience, on the other hand, has taught us that much val- 
uable time is frequently lost in the vain attempt to in- 
still into the minds of some students the subtle mys- 
teries of the calculus. 

Elementary mathematics is a mental discipline in- 
dispensable to all, but we have no hesitation in affirm- 
ing that a profound study of higher mathematical analy- 
sis is not only of little benefit but may be of posi- 
tive injury to him whose profession in life may require 
a ready vocabulary and a graceful use of the modes of 
expressing thought and sentiment. The language of 
higher mathematics is the language of symbols, and a 
continued use of this symbolic language habituates the 
mind to condense thought in bare jejune propositions 
of too concentrated a character to be of force in com- 
mon life, or to be appreciated by minds not similarly 
trained. Hence we regard it, an error for one whose 
profession is to be law or theology to devote too much 
time to higher mathematical analysis. 

The proposition we affirm is that all studies are not 
equally well adapted to all minds, and that in the se- 
lection of studies of most advantage reference must be 
had to the mental structure of the individual as well as 



I 



HIS ADDRESSES 157 

to his probable future vocation in life. But we may 
consider a little closer some of the advantages of scien- 
tific education, as it is this training that constitutes the 
basis of all technical education. 

When science is properly taught it consists in train- 
ing the mind to comprehend relations, not in storing it 
with isolated facts. Should I content myself with tell- 
ing a student that the mass of the earth is eighty times 
greater than that of the moon, that Jupiter has four 
satellites, that heat is a mode of motion, that water con- 
sists of oxygen and hydrogen, I would no more educate 
him than I would were I to tell him the number of 
square feet in the floor of this room or the difference 
between a carpenter's hand-saw and a cooper's adz. I 
would be simply storing his mind with facts — be giv- 
ing him brick as material to construct his house. These 
facts would have their value, but they would continue 
to form a shapeless pile unless I should go further 
and show by inductive thought how to cement these 
bricks together into a comely edifice. But as bricks are 
essential elements tO' a house, so facts are essential ele- 
ments of an education. They all have their value, but 
they are not of equal value. And if mental discipline, in- 
ductive habit of thought, can be formed by studying the 
relation of facts that are themselves of value to the pos- 
sessor, then of so much more worth is that study which 
comprehends such facts. The mind trained in scien- 
tific methods of investigation, habituated to scrutinize 
closely, learns to regard a fact as only a link in a chain. 



158 DR. WILLIAM LEROY BROUN 

It is not the phenomena but the relations between the 
phenomena that are considered. True knowledge, when 
other powers than those of memory are exercised, con- 
sists in a knowledge of relations. This is true science, 
and this searching for relations, this looking for the 
golden thread of induction that will bind the seemingly 
disconnected links together is the distinctive discipline 
of the study of science, a study by which the full 
strength of the intellect is educed. 

One of the distinctive characteristics of the discipline 
imparted by the study of science is independence of 
thought and consequent self-reliance. The truths of 
science rest upon a firmer basis than the authority of 
men, however eminent for their knowledge; they rest 
upon the solid basis of inductive logic. Opinions in 
science are valuable only so far as they represent gen- 
eralizations of observed phenomena — authority, as such, 
has little weight. 

In this respect scientific discipline differs greatly from 
that of linguistic and historical studies, where, on all 
disputed points, authority is the final refuge. Neither 
does science overestimate the value of words. " Words," 
says Hobbes, '^ are the counters of wise men, but 
the money of fools." Science deals not with words 
but with things, not so much with the formal expression 
of the concept as with the concept. Hence it cultivates 
not talk, but thought, not speech, but science; and this 
discipline of science is extremely wholesome to many. 
The South in a marked degree at the present time needs 



HIS ADDRESSES 159 

not talkers, but doers ; not speech-makers, but corn-mak- 
ers, and iron-makers; not word-skill, but mechanical 
skill; not men who wish to be something, but men who 
wish to do something. In a peculiar manner is scien- 
tific education adapted to the people of the South at the 
present time. A higher order of literary culture, de- 
sirable as it is among people, is profitable only with them 
who enjoy leisure. Time is requisite for this culture, 
and leisure for its enjoyment and indulgence in advanc- 
ing life. This leisure is only possible where wealth ex- 
ists. When the labors of nine-tenths of a man's work- 
ing hours are required to provide for the physical ne- 
cessities of life only one-tenth is left for culture. Where 
the demands of physical life, food, raiment, and shelter 
are furnished by accumulated capital, representing the 
potential energy of former generations stored up for 
present use, then only the mental energies, unimpeded 
by physical necessities, may be directed to high intel- 
lectual culture. 

Situated as we are, our hope is in the wide and gen- 
eral diffusion of scientific knowledge. The South 
needs men familiar with the application of modern 
science, progressive agriculturists, architects, builders, 
civil and sanitary engineers, skilled mechanics, practical 
chemists and geologists, — men who will develop new in- 
dustries, bring to use her rich resources, and add to her 
wealth by increasing her productive capacity; and this 
necessity should be supplied by imparting to her own 
young men the requisite science training, a training that 



i6o DR. WILLIAM LEROY BROUN 

will familiarize them with principles as well as with re- 
sults; for technical education means not simply results 
and methods, but scientific principles as a basis of train- 
ing. 

With education there should be an adaptation, a fitting 
of its character to the wants of the people for whom it 
is designed. It should not be limited to a portion of the 
people, but be made to meet all their varied demands. 
Hence the necessity for both scientific and clerical insti- 
tutions. 

Now if education be a preparation, a fitting for the 
skillful performance of the duties of life, education in 
science is a necessity and not a luxury, — especially with 
us a necessity. A thorough absorption, an imbibition 
of scientific methods and scientific energy among our 
people, would energize the whole State. 

We teachers of Alabama all agree with the French 
commissioner, Simon, that '' that people who have the best 
schools are the first people; if not to-day, they will be 
to-m.orrow." That fact is our grand commission — to 
work for the to-morrow, to work for Alabama, to fit 
her youth to fight manfully and bravely the battle of 
life — to fit them, so far as in our power lies, to per- 
form, " skillfully, magnanimously, and justly all the of- 
fices, both public and private, of peace and war." 

" The common sense view of education," says Walter 
Smith, " is not culture for culture's sake, but — among 
a people who know what is meant by the pinching of 
poverty, who are compelled to look at the material com- 



HIS ADDRESSES i6i 

forts of life — that education is of value which carries 
with it a wage-earning power, which in some measure 
fits a man for the proper and satisfactory performance 
of the functions of life." 

This is the common sense view, not culture for 
culture's sake for a people who do not possess the ac- 
cumulations of former generations and hence have not 
the leisure to enjoy culture; but that is true education 
which increases the productive capacity of the individual 
and enables the young man who has to carve his own 
fortune to grapple manfully with the concrete problems 
of life and to stand on his feet and walk alone. This is 
preeminently the function of education in science. 
Hence we regard the future of Alabama in a large de- 
gree dependent on a wide and general diffusion of 
scientific knowledge. Especially do we regard this true, 
as its tendency is to impress upon those brought under 
its influence that lesson of supreme importance to our 
young men, — that corner-stone of the coming civiliza- 
tion, — the dignity of labor, of hand labor, directed and 
energized by brain power. A great English painter was 
once asked with what he mixed his paints. His reply 
was, "With brains, sir; with brains;" and among all 
the applications of power to economize labor the most 
efficient ever known is the educated brain power 
engine. 

We have discussed with you thus briefly the disci- 
plinary effects of the study of science, as that, in our 
view, is the groundwork of all technical education, of 



i62 DR. WILLIAM LEROY BROUN 

that education which includes the principles and the ap- 
plications of science. 

To learn empirically the application of science or the 
methods used in art is not technical education, but be- 
longs to the lower plane of industrial education. Let us 
note the difference in the meaning of the expressions. 
Technical education is an education in the principles and 
the application of science. It demands that a general 
education in the principles shall precede the special edu- 
cation in the applications, that general culture shall not 
be divorced from practical skill, and looks to attain the 
general culture chiefly given by the study of science; 
whereas industrial education is limited to a narrower 
sphere, and looks simply to the acquisition of practical 
skill. 

A technical college demands that facilities shall be 
offered for teaching the applications of science in its 
different departments; that laboratories shall be pro- 
vided and equipped for teaching the applications of 
chemistry and physics, for teaching mining, engineering, 
mechanics, drawing, and all subjects related to these de- 
partments to which the college gives prominence. 

Among these laboratories there is one, the laboratory 
of mechanic arts, whose studies are of an elementary 
character, constituting the course in manual training, 
which has in recent years largely occupied the attention 
of educators, and to which I beg more particularly to in- 
vite your attention. 

Let me disabuse your mind of any misapprehension 



HIS ADDRESSES 163 

that may exist in regard to the object of a course of 
manual training in a technical college. It is not to make 
skilled mechanics, not to teach a trade, but to educate 
the hand, and the brain through the hand, and thus to 
give increased power to the individual. To introduce a 
trade in an American college would substitute narrow- 
ness for breadth, and do violence to the boy's birth- 
right, — that is, his right to be merchant or manufac- 
turer, farmer or physician, artist or artisan, preacher or 
president. A trade is too narrow a basis on which to 
establish a system of education for American youth. 

We can best understand the functions of this school 
by briefly mentioning its history and giving the methods 
used in the instruction. 

About twenty years ago the imperial technical school 
in Moscow, Russia, worked out and adopted in its work- 
shop the principles of separating the department of in- 
struction from that of construction. " Everybody," 
says the director, " is well aware that the successful 
study of any art whatsoever, — drawing, music, singing, 
or painting, — is only attainable when the first attempts 
are strictly subject to the laws of gradation, where every 
student adheres to a definite method, surmounting little 
by little the difficulties to be overcome." 

To the imperial technical school of Russia belongs the 
initiative in working out this question in its application 
to the study of hand labor, and in introducing a system- 
atic method of teaching the arts as distinct from the 
trades. This scientific and systematic method of teach- 



i64 DR. WILLIAM LEROY BROUN 

ing by well graded lessons these manual arts was soon 
adopted in all the technical schools of Russia, and in 
1876, after the exhibition of the products of the im- 
perial school at Philadelphia, this method was adopted 
at the school of technology in Boston, and subsequently 
in other cities, and made in some a part of the high 
school education for boys. 

This education of the hand is not revolutionary, but 
rather supplementary. It proposes to supplement and 
complete the unity and soundness of a general educa- 
tion by giving that training which is not simply manual 
training, but brain training and character training. 

It does not follow that all who take a course in manual 
training must necessarily become mechanics any more 
than it follows that all who study drawing must become 
draughtsmen. Its value as a factor in general educa- 
tion consists in the fact that it cultivates " care, close ob- 
servation, exactness, patience, and method; and hence is 
a valuable training and preparation for all studies and 
pursuits." 

With us work in this laboratory is required of all the 
students in all lower classes as an element of general 
education of a special value in teaching patience and ac- 
curacy and in developing the constructive faculties. We 
do not hold that a course in manual training by itself 
is of special educational value, but that in a marked de- 
gree it supplements most advantageously the ordinary 
studies of the class-room, and cultivates in a peculiar 
manner the powers of expression. 



HIS ADDRESSES 165 

As teachers we say that the receptive powers are 
cultivated by numbers, languages, and history; and the 
expressive powers by reading and writing. Just here 
comes in the manual training and adds thereto as a means 
of cultivating expression, drawing, and the work of con- 
struction. Here the boy learns to express his thoughts 
without words, and has to express it in the most ac- 
curate manner, as the smallest error in measurements 
vitiates his whole work. 

Hence we affirm that rightfully manual training is 
entitled to its place as a factor in general education. 
And we may add that with the acquisition of skill comes 
executive ability, self-reliance, and that inspiration of a 
love of work that is happiness to the boy as well as to 
the man. *' For work," says Carlyle, " is the grand 
cure of all the maladies and miseries that ever beset man- 
kind — honest work which you intend getting done." 

So far I have occupied your time discussing technical 
education and its scientific basis. This occupies a 
higher plane than industrial education, as the latter looks 
mainly to the acquisition of practical skill. But since I 
have been announced to address you on industrial edu- 
cation, let me say one word in reference thereto. 

There has been much said, not, I think, always wisely, 
in regard to the industrial education of young women, 
especially recently of the young women of Alabama. 

I yield to no one in my high appreciation of any efforts 
to advance and elevate the education of women, or in 
my sympathy for the " landless, homeless, moneyless " 



i66 DR. WILLIAM LEROY BROUN 

young woman whom fortune has made dependent on 
herself for the necessities of life. But let us think of 
this matter. Is the plan proposed, of devoting an in- 
stitution in Alabama exclusively to the industrial edu- 
cation of young women, a wise one ? Is it wise to found 
an institution for young women where culture must be 
subordinated to work? Should we, with a sparse agri- 
cultural population, attempt to build up a school fitted 
for a densely populated city? Would a father consent 
that his daughter, made proficient as a typewriter or a 
typesetter, should leave the shelter of his home, how- 
ever humble it might be, to go as a stranger to a city to 
accept employment in the capacity for which the in- 
dustrial school may have fitted her? Must the young 
girl leave her home to learn the arts of domestic econ- 
omy? 

What is fitted for a city, for a people without homes 
of their own, is not fitted for a sparsely settled agri- 
cultural people with homes. And of all educations ever 
given none in the sweet influences that give a charm to 
life surpass that received by a young daughter in a well 
ordered Christian home. 

If the object is the education of our young women in 
the higher departments of literature and science, to give 
them equal facilities with those possessed by the young 
men, would it not be more consistent with economy and 
wisdom to have established an annex to one of our State 
institutions where young women of mature minds, who 
were qualified to appreciate the facilities offered, could 



HIS ADDRESSES 167 

enjoy all the advantages now given by the bounty of the 
State? 

I merely present this thought for your consideration; 
but in the meantime desire to be understood as heartily 
favoring any movement that looks to the higher edu- 
cation of young v^omen, v^hether it be to establish an 
annex as an independent institution. 

But there is another view of industrial education that 
is worthy of our consideration, concerning which, 
in an important sense, it is our duty as teachers to con- 
sider carefully and to speak clearly and distinctly. Upon 
our race devolves the solution of the greatest problem 
of modern civilization: how shall the inferior race be 
guided, directed, and educated, so as to be made an 
element of strength and progress to the State, and not 
weakness? And we should remember in considering 
this question that we, in civilization and progress and 
enlightenment, represent a race which is " the heir of 
all the ages, in the foremost files of time," and that upon 
us devolves the duty of conserving by wise legislation 
that civilization which by heredity we possess. 

If there is wisdom in the principle of adapting edu- 
cation to the environment, it is conspicuous here in call- 
ing for a large share of industrial education adapted to 
the wants of this inferior race, in imparting to it manual 
skill in the various forms of mechanical pursuits and 
thereby increasing its productive capacity. We should 
remember that a knowledge of the three r's no more con- 
stitutes an education than a pile of bricks makes a 



1 68 DR. WILLIAM LEROY BROUN 

house; and, as has been observed, unless something else 
than the three r's is taught, a fourth r, rascaldom, is 
apt to be developed therewith, and the truth of this say- 
ing we are all prepared to verify. 

There was an ancient form of education that com- 
mends itself with great favor in this connection, which I 
submit to you for your consideration as a practical so- 
lution of this problem. It was simple in character and 
potent in its results, and embraced in its curriculum but 
few subjects, consisting only of the ten commandments 
and a handicraft. It was a form of industrial educa- 
tion in a marked degree adapted to the necessities of this 
inferior race, a people who constitute a part of the chil- 
dren of the human family, and as such demand our pro- 
tective care and firm guidance. 

The ten commandments and a handicraft, widely dif- 
fused, would bring physical comfort and moral eleva- 
tion to the race and add wealth and power to the State. 

But there is another view of technical education 
worthy of attention. We should consider it not only in 
relation to the individual, but also in relation to the 
State. 

We live in an age of steel, steam, and electricity. The 
applications of science have transformed civilization and 
produced all the material progress of our century. 
These applications constitute the study of our technical 
schools and colleges — hence the necessity of their ex- 
istence. The future of our civilization demands it. 

Science has taught us how to substitute the forces of 



HIS ADDRESSES 169 

nature for brute animal force, how by consuming three 
pounds of coal in an hour, or even less, to produce the 
work of one horse, or of seven men; and such progress 
has been made in the world in the application of the 
marvelous power of steam — and nowhere else has it 
been greater than in our own State, and in this vicinity 
— that now it is estimated that the motive force of the 
world amounts to as much as 46,000,000 horse power. 

This represents the work of 1,000,000,000 men, more 
than double the working population of all the inhabit- 
ants of the world. Hence we see that science, through 
steam, hasi increased threefold the w^orking power of 
man on earth. 

Here is the remarkable fact, that at a few centers of 
industry in the world we have through steam done work 
representing an industrial power equal to that of all the 
combined people of the earth one hundred years ago. 

Again, in proof of the value of educated brain power, 
of thought and skill applied to raw material, the statis- 
tics of the last century show that although the capital 
and the number of persons employed in manufactures 
is less than one- third of the capital and persons em- 
ployed in agriculture, yet the increased value of the 
manufactured products above those of the raw material 
used — the increased value given to raw material by 
tools and machines, directed by skill and intelligence, — 
was nearly equal to the total production of all the farms 
in the United States. 

If, then, manufacturing the raw material into prod- 



170 DR. WILLIAM LEROY BROUN 

ucts of utility enhances its value in so large a degree, 
education that looks to qualifying our young men by 
technical training for entering upon the varied indus- 
tries required by the State is the education needed by 
the majority of our youths, and hence justly claims rec- 
ognition and support. 

These facts show the increase of power by science 
and of value by skill, and they further show the value 
of intelligence of brain power over brawn, and indicate 
the important part skilled industry has in modern civ- 
ilization; and they clearly demonstrate that for a State 
to equip her youth by proper education for this age of 
steam and steel, for Alabama to realize the possibilities 
of her fertile fields, of her natural highways of com- 
merce, of her vast resources of wood, coal, and iron — 
for Alabama to plan wisely now for the future, her fos- 
tering hand should, with wise liberality, maintain and 
encourage technical education. 



SPEECH BEFORE THE INTER-STATE FARMERS 
ASSOCIATION 

(Delivered in the Hall of the House of Representatives, 
Montgomery, Ala., August 20, 1889) 

An English professor recently said in a public address : 
" He who lived and worked only for himself, or even 
only for himself and his family, led an incomplete life." 
To complete it he needed to work with others for some 
broad and his:h aim. 



HIS ADDRESSES 171 

Your presence here in this association shows that 
you appreciate the truth of this philosophy, and that in 
rendering your lives complete you have formed this as- 
sociation and are v^orking together for broad and high 
aims; not to benefit self, but to benefit your fellow-man, 
to improve his condition and make life better and hap- 
pier. With this object in view you have assigned vari- 
ous subjects for discussion, but none more far-reaching 
or more closely related to the well-being of society than 
industrial education. Education in any form is a mat- 
ter of intense interest to every man and woman of large 
mind and heart. 

Upon this, the proper education of the youth of to- 
day, depends the civilization of the future, for none can 
doubt the saying that " that people which have the best 
schools are the first people; if not to-day, they will be 
to-morrow." And that, I take it, is the purport of this 
discussion. How can our schools be improved? Are 
our children receiving that form of education best 
adapted to discipline, train, and develop their mental 
powers, and form their characters for all that is good, — 
that training best adapted to fit them for the age in which 
they live? These are not dead questions, but full of 
life and interest to every citizen of broad mind and high 
endeavor. 

We must remember that we are living in the close of 
the nineteenth century, in a flood of light with which 
earnest workers in science have illuminated our paths. 
We live in an age of steel, steam, and electricity. All 



172 DR. WILLIAM LEROY BROUN 

advances in modern civilization are due to the discover- 
ies and applications of modern science. 

The application of steam is a motive power, on which 
modern commerce depends, and by which the crude 
products of nature are converted into articles of comfort 
and luxury; and the more recent varied applications of 
electricity by which human thought and mechanical 
power are transmitted and the remarkable application of 
chemistry to agriculture are all contributions of science 
to civilization. 

Science has taught us how to subdue the forces of 
nature and has added new fields to the area of human 
knowledge. With new knowledge came new life, a new 
civilization, and hence a new education was demanded. 
Here we have the impelling force that resulted in es- 
tablishing industrial colleges, technological and poly- 
technical institutes, agricultural colleges and schools of 
science throughout Europe and in every State in this 
Union. Civilization demanded that that department of 
knowledge which had so largely contributed to its own 
advancement should form a prominent feature in the 
system of education. With the growth of science came 
the demand for reform, for a new education, not a new 
education to the suppression of the old, but a new order 
of education better adapted to place the rising genera- 
tion in harmony with the spirit of the age; for a new 
education engrafted in the old, and supplementary 
thereto. For we must distinctly understand, industrial 
or technical education is not revolutionary in character, 



HIS ADDRESSES 173 

but only supplementary. It proposes to use all old 
methods as far as advisable, and to engraft therein such 
a training and discipline in modern science and its ap- 
plication as will fit a boy for the age in which he lives. 
But it does not propose to send a young man forth to 
fight the battle of life, to contend with the artillery of 
modern science, armed alone with the " Roman short 
sword and the Grecian shield." 

To meet the demand for education in science and its 
applications, the congress of the United States, more 
than a quarter of a century ago, enacted a law granting 
to each State a munificent donation of lands to establish 
a college, wherein should be taught, not agriculture and 
mechanical arts, as is often supposed from the name gen- 
erally given to these institutions, but wherein should be 
taught " such branches of learning as are related to ag- 
riculture and mechanical arts." 

This is the broad charter on which these colleges, these 
national schools of science rest; not to teach the arts 
simply, but to teach the science also on which the arts 
depend. What are the branches of learning related to 
agriculture and mechanical arts? There immediately 
occur to your minds chemistry, physics, geology, anat- 
omy, botany, zoology, entomology, veterinary science, 
mechanics, mathematics, drawing, and all the allied 
sciences, including, if you please, all the subjects com- 
prising the broad field of the natural sciences; for agri- 
culture, as an applied science, covers the widest pos- 
sible field, and places under contribution, with but 



174 DR. WILLIAM LEROY BROUN 

few exceptions, the entire domain of modern science. 
Let it be borne in mind and clearly understood that 
industrial education does not mean an inferior educa- 
tion for an inferior class, but that it means a training 
in the principles and applications of science, of use to 
all, but especially adapted to all who' in life design 
to engage in any gainful occupation. It does not un- 
dertake to develop manual skill, nor to teach trades, nor 
to teach how to manufacture anything, from a mouse- 
trap to a steam-engine. No college can compete in this 
line with the thousands of shops and farms that cover 
our land. 

Do you want your son to learn how to plow? Place 
him on one of the thousand farms of our country and 
there let him acquire that skill that practice alone can 
give, that skill which no college can impart. Do you 
want him to learn why to plow? Send him to a good 
science college, and there let him learn the influence of 
the sunshine, of the heat rays and the light rays, of the 
dews and the frost, of the dissolving rains and the ab- 
sorbing soils; let him learn the necessity of rotation, 
the function of vegetable matter in soils, the true value 
of fertilizers, and thus becoming familiar with the prin- 
ciples of physics and chemistry, he will know somewhat 
of those laws of plant life which constitute the basis of 
all rational agriculture. 

On this point one more word, in order to disabuse 
your minds of any misapprehensions that may exist in 
res'ard to the relation of industrial education to manual 



HIS ADDRESSES 175 

labor. There is no education in mere labor, no edu- 
cation in mere drudgery. There is no education in chop- 
ping cotton or grubbing briers with a hoe, or carrying 
mortar in a hod. That is pure drudgery, which fails 
of every element of education. It does not require, ex- 
cept in the least possible way, habit to become dexterous 
therein, nor does compulsory labor ever induce the habit 
of voluntary labor. 

But shall we not, in industrial education, teach our 
boys to work, and thus tend to form habits of industry 
that will affect their characters beneficially through all 
life? By all means; but no boy was ever impressed 
with the honor and dignity of labor by the compulsory 
performance of mere drudgery at a college. But by a 
thorough science training, theoretical and practical, by 
the performance of work for a scientific purpose with the 
brain active in observing, devising, planning, he becomes 
so imbued with the scientific energy that he cannot re- 
main idle; work is a pleasure, and no punishment is 
greater than enforced idleness. 

Much of science, to be properly absorbed and appre- 
ciated, must find its way to the brain through the finger 
tips. And when duly appreciated she will not permit 
her votaries to live in the castle of indolence. Science 
deals with things, with nature, and thus the studies of 
observation and experiment fit one for action, for brain 
work and hand work alike; and when one becomes by 
this training imbued with the true scientific spirit, he 
illustrates in his life that fundamental law of nature that 



176 DR. WILLIAM LEROY BROUN 

rest, quiet, inaction, physical or mental, is death, but 
that action, motion, is light and life. Education is not 
manumission from labor, but only enables one to labor 
more intelligently, more successfully. And that educa- 
tion which would cause one to hesitate about engaging 
in labor of any character, should necessity require it, is 
not true but false education. The determining principle 
in this manual labor or manual training can be properly 
introduced in a science school for the purpose of educa- 
tion only when there is education in the work performed, 
only when the brain is exercised and never for the simple 
purpose of performing the labor. This is the guiding 
principle, — not the work, but the education in the work ; 
not the acquisition of manual skill, but the acquisition of 
the habits of study; not the simple manual training, but 
brain training and character training. 

Again I would impress upon you that industrial or 
technical education is not simply the learning of rules, 
nor the methods of art, not an empirical " rule o' 
thumb " kind of education, but it means all that is meant 
by that education which includes the principles and the 
applications of science. It should have for its founda- 
tion a liberal education, especially in the principles of 
those sciences whose applications are studied as a voca- 
tion in life. Hence it means all that science-education 
means, with its applications to the arts. Not the skillful 
hand alone, but *' the cultured mind and skillful hand." 

But let me invite your attention, briefly, to a phase 
of industrial education that is now exciting large atten- 



HIS ADDRESSES 177 

tion throughout the country. The arts by which the raw 
material is converted into food and clothing, by which 
towns and cities are built, by which rivers are spanned 
and roads and canals are constructed, by which the ocean 
is made a highway for commerce and manufacturing 
rendered possible, all these and all that mark the high 
progress of the present century are directly or remotely 
dependent on the progress in mechanical arts. Hence 
the necessity that the studies which relate thereto shall 
occupy a prominent place in any course of education 
adapted for our youth. We must educate our young 
men that in the department of applied science there are 
valued prizes to be gained. We must teach them that 
the world at large holds in much higher esteem as a 
benefactor of his race him who invents a valued labor- 
saving machine, or an economic process in the industrial 
arts, than it does the representative orator or successful 
politician. It is by teaching of this character that they 
may become so inspired with a love of science as to lay 
the foundation for the future Stevensons and Bessemers 
of the South. Hence the important question, " How 
shall this phase of industrial education be presented to 
our youth ? " 

We are indebted to the scientific thought of Russian 
and American educators for its solution. Their work 
forms the basis of all manual training about which so 
much has been written. The arts common to the dif- 
ferent industrial vocations have been classified and ar- 
ranged as they are in any scientific study, and the boy is 



178 DR. WILLIAM LEROY BROUN 

taught the use of tools and the arts of construction by 
a regular series of lessons, proceeding from the simple 
to the difficult. No trade of any character is taught. A 
trade is too narrow properly to have place in any Ameri- 
can college. To secure the valuable educative power in 
this form of training, the prime object of the school 
must be the education of the boy, and not the char- 
acter of the work done, the instruction of the class, and 
not the construction of the material. When presented 
in this form it cultivates in the boy faculties of observa- 
tion and invention, trains the hand to skill and accuracy 
in execution, develops executive ability, imparts habits 
of industry and love of work, gives self-reliance with 
the sense of increased power, and thus trains not the 
hand only, but the brain and the character; and hence, 
while of especial value to him who may be engaged in 
farming, will be of value to any one, whatever his voca- 
tion in life may be. 

This form of education has passed the experimental 
stage, and is now adopted with marked success in many 
collegiate and academic institutions. Its effect, when 
largely introduced in the South, must prove most bene- 
ficial in the increase of new industries that it will tend to 
produce. 

Again I would call your attention also to the ex- 
cellent mental discipline resulting from the study of 
science, on which industrial education depends. For 
none can hope to be successful without the study of the 
principles and the methods of science. Culture must 



HIS ADDRESSES 179 

go with skill to be of real worth. The engineer must 
know something more of metals than is learned at the 
blast furnace, the artisan something more than manual 
skill in the use of tools, and the farmer more than he 
can learn in his cotton field or barnyard. It is by the 
study of science that one is subjected to that discipline 
which gives to the mind a clear conception of the limits 
of his own knowledge, that enables him to sharply draw 
the line where his knowledge ends and his ignorance be- 
gins. 

With it, when properly taught, there is no half-way 
knowledge. The man of scientific training knows what 
he does know and knows what he does not know, and 
hence knows when to use that prudent caution that 
Cometh of doubt. 

Again, it is the study of science, forming as it does 
the basis of all sound industrial or technical education 
that forms in the mind the habit of inductive thought. 
The truths of natural science all depend on experiment 
and observation. They are general truths inferred by 
induction from a large number of particular facts, and 
scientific study teaches the legitimate value of one ex- 
periment and the error of drawing a general conclusion 
therefrom. This habit of mind guards one against 
placing too high an estimate on his individual experi- 
ence. It shows him that general conclusions result 
from the aggregate and not from individual experience, 
an error in reasoning which farmers not infrequently 
commit. And then again, if we pass from the practical 



i8o DR. WILLIAM LEROY BROUN 

to a higher plane, it is the study of science that imparts 
a love of abstract truth. It places truth before victory, 
and thus constitutes the " euphrasy and rue " by which 
that state of mental purity is produced that reflects only 
the lineaments of truth. 

But let us pass from this abstract consideration of the 
nature of the discipline of the study of science and see 
what has been done in the direction of industrial educa- 
tion, in this country and elsewhere, as related to agri- 
culture, and why this character of education should be 
still further encouraged. In 1844 Liebig published his 
famous work on " Chemistry as Applied to Agriculture." 
Agricultural schools had been previously established in 
Germany, but from this date they received a new im- 
pulse and agriculture became an applied science. From 
this date the number of schools steadily increased until 
now we find that Prussia has four higher agricultural 
colleges, with eighty professorships and more than forty 
lesser schools with model farms. She has special schools 
for teaching the cultivation of meadows, the growing of 
fruit trees, for teaching horse-shoeing, silk-raising, but- 
ter-making, the raising of bees and the cultivation of 
fish, with twenty schools for the education of gardeners, 
and fifteen for the cultivation of the grape. Without 
going into details we may state generally that the other 
German states have eighty-four agricultural colleges and 
over three hundred separate agricultural associations. 
And what has been the result? Simply this, that while 
in every one of the American States, as is shown by the 



HIS ADDRESSES i8i 

agricultural reports, the average crop an acre has been 
growing less and less, the average crop in Germany has 
been as steadily growing more and more. These facts 
show how this character of education is elsewhere ap- 
preciated, and what important results have followed 
therefrom in connection with other auxiliaries of which 
we shall speak presently. 

In 1862 the Morrill land-grant bill, by act of Con- 
gress, became a law. In virtue of this act each of our 
States has now established a college or a depart- 
ment of its university whose special function it is to 
teach the principles and the applications of science, 
especially as related to agriculture and the mechanic 
arts. 

This was a munificent donation to industrial educa- 
tion on the part of the general government, made to the 
people, to be held in trust by the States for the educa- 
tion of all future generations. And at this day we can- 
not forbear to express our admiration of that wise states- 
manship which, while the most stupendous civil war of 
history was rocking the very foundations of the gov- 
ernment, hesitated not to plant in each State a college 
whose helpful influence should cast the light of science 
along the pathway of the centuries to come. 

This munificent grant for educational purposes 
amounted to 7,430,000 acres of the public lands, and the 
sum realized by the sale of the land script has been 
largely increased by donations from the several States, 
and now we find more than forty colleges established on 



1 82 DR. WILLIAM LEROY BROUN 

this foundation, in different States, which with nearly 
five hundred professors, give instructions in science to 
more than five thousand students. Through their teach- 
ing and influence agriculture as a science has become 
known to the masses of the people, and this important 
fact has been taught the farmers " that for everything 
you take out of the soil you must put something back, 
or the time will come when nature's cashier will refuse 
to honor your drafts and you will end in bankruptcy." 
Everywhere by these colleges has been taught the value 
of phosphoric acid, of potash and nitrogen, and every- 
where have our Southern colleges made known this fact, 
of especial value to the Southern farmer, that the seed 
from every bale of cotton takes from the land twenty- 
five pounds of phosphate, twelve pounds of potash and 
twenty-five pounds of nitrogen, a significant fact which 
carries with it its own lesson. 

The great law, first discovered by science, that the 
three elements, phosphoric acid, potash, and nitrogen, 
are essential to plant growth, has been a valuable contri- 
bution of science to agriculture. How much has it been 
worth to the world ? Compute the money value thereof, 
if you can. The traffic of the railroads, the business of 
the merchant, the products of the farm, have all been in- 
creased by an amount, of which some judgment may be 
formed, when we remember that Georgia alone spends 
annually from five to six millions in commercial fer- 
tilizers; and while the application of this law has in- 
creased the wages of the laboring man and cheapened 



HIS ADDRESSES 183 

his bread, it has at the same time rendered fertile and 
productive our worn and depleted land. 

But these schools of science, established by the bounty 
of the general government, have other functions of a 
high educational character besides setting forth and 
teaching the public the contributions of science to agri- 
culture, as valuable and as far-reaching as they have 
been. And as very often these institutions have been 
severely and unjustly criticised on the one hand for do- 
ing too little, and on the other hand for attempting too 
much, you will permit me to refer you to the broad 
language of the charter, and give you a quotation from 
an address by Senator Morrill, the author of the bill, 
showing his interpretation of the meaning of the act of 
congress. " The land-grant colleges," says Senator 
Morrill, " were founded on the idea that a higher and 
broader education should be placed in every State, within 
the reach of those who may have the courage to choose 
industrial vocations." It would be a mistake to suppose 
it was intended that every student should become either 
a farmer or a mechanic, when the design comprehended 
not only instruction for those who may hold the plow 
or follow a trade, but such instruction as any person 
might need, " with the world all before them where to 
choose," and without the exclusion of those who might 
prefer the classics. Milton, in his famous discourse on 
education, gives a definition of what an education ought 
to be, which would seem, says the Senator, very com- 
pletely to cover all that was proposed by the land-grant 



i84 DR. WILLIAM LEROY BROUN 

colleges. He says : " I call, therefore, that a complete 
and generous education which fits a man to perform 
justly, skillfully, and magnanimously all the offices, both 
private and public, of peace and war." 

These national schools of science are supporting and 
strengthening and building up the piers of the arch of 
material civilization in the education given to the youth 
of this generation in that they are teaching how to in- 
crease the products of the earth and how to convert the 
raw material of nature into products of utility and com- 
fort for the millions of its people. 

But this munificent grant of the general government 
to industrial education in establishing these land-grant 
colleges is not all that has been done. It was early seen 
that the great object to be accomplished, the diffusion 
of scientific knowledge among the people and the making 
of scientific investigations and research of value to farm- 
ers, would make but little progress in institutions mainly 
devoted to teaching boys the elements of science. Hence 
the necessity for a special endowment for research and 
investigation. The field was large and the work to be 
accomplished great. Besides the determination by 
chemical analysis of the valuable constituents in the fer- 
tilizers, there were diseases of plants and animals to be 
investigated and remedies to be provided therefor, and 
the chemistry of the soils, the value of foods, the prod- 
ucts of the dairy, and all the innumerable questions of 
science on which agriculture depends, to be examined 
with reference to the climate and soil of each section. 



HIS ADDRESSES 185 

To accomplish these objects, there has been established, 
under the act of congress, in each State in connection 
with the land-grant colleges an agricultural experiment 
station, where officers, scientifically trained, are devoted 
to investigation and research in respect to subjects of 
interest and profit to the farming community. With the 
experiment stations, as with the agricultural colleges, 
Germany ranks all countries in number and priority. 
Nearly forty years ago (1851) in the German village 
of Moeckern by a company of farmers and the aid of 
the government the first experiment station was estab- 
lished. A chemist was placed at its head and there was 
organized research '' as a necessary and permanent 
branch of agricultural business." To-day there are 
more than an hundred of these experiment stations in 
the different countries of Europe. 

Two years ago congress passed an act establishing in 
each State and Territory an experiment station in con- 
nection with its land-grant colleges, so that there are at 
present forty-six experiment stations in the United 
States, and these stations have in their employment over 
three hundred and seventy men, selected for their scien- 
tific training, whose time and talents are devoted to in- 
vestigation and research for the improvement of agri- 
culture. 

The appropriations made by congress have been most 
generous and liberal. The last congress appropriated 
$600,000 to the experiment stations alone, and to this the 
States have made an additional appropriation of $125,- 



i86 DR. WILLIAM LEROY BROUN 

ooo, making nearly three-fourths of a million of dollars 
appropriated for scientific investigation in respect to 
questions concerning agricultural labor. 

This large sum donated by the general government 
is none too large, when we consider the object to be ac- 
complished and the work to be done. It is only one 
cent for each of the sixty million people who depend on 
farming for their food, and only fifty dollars for every 
million dollars invested in agriculture. An experiment 
station, as designed and intended by the act of congress, 
is an organized corps of officers, trained in special de- 
partments of science, engaged in scientific investigation 
concerning subjects that relate to agriculture; and for 
this scientific research there must be provided labora- 
tories of chemistry, pathology, physiology, botany, and 
veterinary science, with plant houses and stables for ex- 
periment, which all require a costly equipment of mod- 
ern scientific apparatus. A farm is valuable, but not in 
all cases absolutely necessary. Many stations in Europe 
have no farm attached. The questions to be solved are 
of too intricate and delicate a nature to be answered 
alone by conducting field experiments. These have their 
value; but the fact that duplicate plants, side by side, of 
the same character of soil, planted with seed in all re- 
spects similar and cultivated in the same manner, yet 
give different results and cannot be made uniformly 
to give results alike, demonstrates that we are not 
yet prepared to draw general conclusions from field ex- 
periments alone. There are unknown factors in the 



HIS ADDRESSES 187 

growth of plants which science has yet to determine. 

While this fact shows the necessity of the most ac- 
curate observations of all possible factors concerned in 
plant-growth, it determines also the further necessity 
of frequent repetition under varied conditions of the 
same experiments. It is plain then that the great work 
of value to agriculture that may be realized from ex- 
periment stations must be done by the earnest and la- 
borious work of scientific experts provided with all need- 
ful appliances. '' Experience has shown," says Pro- 
fessor Atwater, " that, generally speaking, the things 
which most help farmers outside of what they can study 
on their own farms the stations can best find out in the 
laboratory of the greenhouse and the experiment stable. 
They have learned that costly and most valuable lesson 
that the kind of experimenting which seems on the sur- 
face the most practical is apt to prove the least useful, 
and that it requires constant and profound research to 
discover those things which the farmer wishes to know." 

To complete the work of the experiment stations in 
diffusing knowledge of practical value to farmers, farm- 
ers' institutes have been established in several of the 
States; and by the last legislature of Alabama a special 
appropriation was made, and the commissioner of agri- 
culture was directed to conduct such institutes in differ- 
ent sections of this State. In one of the northwestern 
states, where a large appropriation was made for this 
purpose, more than eighty institutes were held last year, 
which were attended by over fifty thousand farmers. 



1 88 DR. WILLIAM LEROY BROUN 

These institutes, properly conducted, where lectures 
on agricultural subjects are delivered by practical and 
scientific men, will exert an important influence in bring- 
ing the best results of agricultural research directly home 
to the farmers. They will be instrumental in impart- 
ing new ideas, in exciting thought, and in giving en- 
larged views. '' With its practical lessons, its stimu- 
lating discussions, and its intellectual quickening, the in- 
stitute will prove an educational agency of undoubted 
potency." 

Here, then, we have the most splendid system of in- 
dustrial education as applied to agriculture that the world 
has ever seen. Throughout Europe and America the 
best of science has been placed under contribution by 
the oldest of all arts, the art of agriculture. Experi- 
ments in the field and laboratory, investigation, and re- 
search are going on day and night, and whatever is of 
value is sent to the home of every farmer in the land, 
whose interest is sufficient to ask for the information. 

Results of great value must in time accrue to the 
farmers, and hence to the whole community. Impor- 
tant questions are to be solved, the value of which the 
farmer fully recognizes and at the same time sees his 
inability to answer. He wishes to know in regard to 
the restoration of soils the nature and action of fer- 
tilizers, the economy of animal foods, the best methods 
of culture, the comparative value of ensilage and dry 
fodder, the value of cotton seed, and the thousand and 
one other questions that daily arise. The business of 



i 



HIS ADDRESSES 189 

the station is to experiment and investigate, and to give 
to the farmer the best that science has to offer. We 
have a right in due time to expect much from this army 
of workers. 

The general government has established these col- 
leges, wherein is provided that education demanded by 
the large majority of our youth. The stations have 
been, in virtue of the act of congress, established in 
every State " as a necessary and permanent branch of 
agricultural business." And what the general govern- 
ment has established the States must supplement and 
support. Hence it becomes the duty of all men of 
thought, of all men of leading and light everywhere, to 
exert their influence to the end that this great work be- 
gun shall receive that encouragement, that fostering 
care, that the magnitude of its interests demand. 



REPORT ON THE SOLAR ECLIPSE 

University of Georgia, 
August 16, 1869. 

Sir: — I have the honor to report that in accordance 
with the resolution of the trustees of the university I 
left Athens on Wednesday night, August 4, accom- 
panied by Professor Charbonnier and by Messrs. W. S. 
Bean, W. R. Hammond, H. B. Van Epps, and J. T. 
White, of the graduating class, for the purpose of mak- 
ing observations on the solar eclipse of the seventh in- 



190 DR. WILLIAM LEROY BROUN 

stant. We arrived at Bristol, Tenn., on the evening of 
the sixth. 

Through the interest manifested in this expedition by 
the governor, there was secured for the party free 
passage from Atlanta to Bristol and return; hence the 
appropriation made by the trustees was more than suffi- 
cient to defray all necessary expenses. Herewith, then, 
is returned to the treasurer the sum of fifty-eight dol- 
lars and fifteen cents, being the amount not expended. 

Bristol was one of the most accessible points, being 
on the railroad and near the central line of the eclipse. 
By calculation, the central line ran about three miles 
south of our station; though in regard to this there was 
a slight difference between the calculations of the Eng- 
lish and American astronomers, depending on the Lunar 
Tables. We met at Bristol a corps of observers from 
the United States Coast Survey, under General Cutts, 
to whom we were indebted for marked courtesy; also 
a corps of amateur observers from Philadelphia. The 
corps from the University of Virginia had taken a posi- 
tion on Eden's Bridge, a point southeast of Bristol about 
fifteen miles. 

Early on the morning of the seventh we mounted our 
instruments on the " red hill " about five hundred yards 
southeast of the little observatory erected by the Coast 
Survey corps. The morning was very unfavorable; 
heavy clouds prevented any observation being made, 
even to determine our local time ; hence we used the time 
previously determined by the Coast Survey. After the 



HIS ADDRESSES 191 

sun passed the meridian the clouds in the west disap- 
peared, and the evening sky became singularly clear and 
bright from its lack of moisture. It was, therefore, a 
most favorable time for observations. 

Our position was 1670 feet above sea level; latitude, 
thirty-six degrees, thirty-five minutes, fifty-one seconds; 
longitude, twenty minutes, thirty-three seconds, west 
from Washington. According to calculation, the time 
of emersion was, Bristol local time, four hours, forty- 
three minutes, thirty-six seconds. Beginning of total 
obscuration, five hours, forty-one minutes, twelve sec- 
onds. End of total obscuration, five hours, forty-five 
minutes, forty-seven seconds. Making thus the dura- 
tion of total obscuration amount to two minutes and 
thirty-three seconds. These calculated times were most 
accurately verified, when the proper allowance was made 
for the error in the rate of the watch. In the absence 
of a sidereal chronometer, we had to observe by a stop 
watch with an independent second hand. 

Two observers were directed to watch the effect of the 
diminution of light on terrestrial objects; also to note the 
stars and planets visible to the naked eye, and to ob- 
serve what kind of type could be read, and to note the 
action of animals, and so on. Professor Charbonnier 
and I directed our attention to the sun with the tele- 
scopes. Each had an assistant to mark time. Just at 
the calculated time, though no evidence whatever of the 
position of the moon could be previously seen, I ob- 
served a slight tremulous motion on the western limb, 



192 DR. WILLIAM LEROY BROUN 

one hundred and twenty-eight degrees, sixteen minutes, 
from the vertex, immediately at the point where it was 
known by calculation that the first point of contact 
would occur. 

In a few moments it became visible to the crowd as- 
sembled. The dark spots of the sun were carefully 
observed, and the time of first contact and total emer- 
sion of the most important of them noted. No change 
whatever was observed either in the penumbra or the 
umbra of any of the spots during the approach or the 
recession of the moon. The moon gradually covered the 
sun from view; its outline was projected back on the 
disk of the sun, — not in a regular, well defined curve, 
but in quite a roughened, serrated outline, indicative of 
its mountains and valleys. 

Just before the total obscuration occurred the crescent 
of the sun gradually and rapidly faded to a delicate 
thread of silver light. My attention was concentrated 
on the line of fading light, to detect, if possible, what 
astronomers designate as Baily's beads, — that is, the 
sudden breaking up of this thread of light into a num- 
ber of segments, or distinct points, like disjointed silver 
beads. I detected no indication whatever of such sep- 
arate points of light. The extinction of this thread of 
light was sudden and instantaneous. I am inclined to 
the opinion that one would anticipate naturally, from 
the serrated character of the moon's disk on the sun, 
that svich would be the case; and with his mind thus 
prepared to observe such an effect, it would not be diffi- 



HIS ADDRESSES 193 

cult to mistake the optical effect produced by refraction 
of light through different media for separate points or 
beads. 

On the eve of total obscuration directions were given 
to the crowd to be silent, so as to hear the beats of the 
chronometer. The instant the silver line of light dis- 
appeared an universal exclamation of amazement and 
wonder burst from the crowd at the superb spectacle 
of beauty immediately revealed. The disk of the moon, 
projected on a sky of livid hue, was plainly seen, of a 
dark, grayish color, caused by the reflected earthlight, 
surrounded by a bright halo of gradually fading silver 
light, extending through a breadth of at least half of the 
sun's diameter. Through the bright halo of light 
there radiated off from the sun great mountain peaks 
of roseate light of exquisite beauty. One of the largest 
was plainly discernible with the naked eye and pointed 
toward the horizon; its base, resting on the disk of the 
moon, was of extreme brilliance, like a living coal of 
fire, while its mass appeared radiating off from the sun 
as a gushing fountain of rose-colored light, shading off 
in intensity toward its apex in delicate violet hues. The 
wonderful beauty of this " solar cloud," — which sub- 
tended an angle of more than three minutes, and conse- 
quently was nearly a hundred thousand miles in height, 
— was so great that when I directed the large equatorial 
toward it, it riveted my attention for a full half min- 
ute, hence I failed to do all I had marked out in the 
critical two minutes and a half. At the time of total 



194 DR. WILLIAM LEROY BROUN 

obscuration Mercury, Venus, and Arcturus were plainly 
discernible with the naked eye. 

In the total eclipse of 1868 one of these rose-colored 
protuberances was observed with an apparent altitude of 
eighty thousand miles. These protuberances were 
formerly supposed to be similar in character to our ter- 
restrial clouds ; but Dr. Jannsen, the chief of the French 
expedition sent to the East to observe the total eclipse 
of August, 1868, examined their light with the spec- 
troscope and found them to be masses of incandescent 
gas, consisting largely of hydrogen. Mr. Lockyer, of 
England, who has examined them with care, pronounces 
them to be accumulations of gaseous envelope surround- 
ing the sun. 

After the lapse of two minutes and thirty- three sec- 
onds suddenly an intensely diamond-bright ray of light 
shot out from near the point of first contact, dazzling in 
its effect and immediately dissipating the livid gloom 
that overshadowed the earth and giving cheer to the 
affrighted animals and wondering spectators that sur- 
rounded us. The thermometer exposed to the rays of 
the sun was observed to fall from ninety-two degrees to 
sixty-six degrees during the time that elapsed from the 
first contact to the total obscuration. The barometer in- 
dicated a fall of only one-twentieth of an inch. 

The observers appointed to note terrestrial objects re- 
ported that the rapid approach of the dark shadow over 
the western landscape, which spread out before us with 
its symmetrical hills and shaded valleys, was plainly dis- 



HIS ADDRESSES 195 

cernible. Its effect on reaching the observer was de- 
scribed as almost like a physical object striking his body, 
so plainly was its passage marked. In a few seconds 
(for it traveled at about one mile a second) it wrapped 
in its mantle of gloom the high ridge of the Alleghany 
mountains, about fifteen miles distant, which enclosed 
the southeast view. Hogs and cattle feeding near by 
were observed at the moment of total obscuration to 
start affrighted and to hurry homeward; whippoorwills 
came out from their retirement and began their evening 
song; bats flew around for some moments and chickens 
were seen hastening to their roost. 

The dusky, livid color that overspread the face of 
nature, the death-like pallor of the spectators, the silver- 
bright corona around the dark, grayish body of the 
moon, and the rose-colored protuberances of gushing 
light, all contributed to make it a scene of awe and sub- 
lime beauty, producing a sense of profound reverence 
and deep humility, long to be remembered as one of the 
most distinguished moments of a lifetime. 

I have the honor to be, 

Very respectfully yours, 

W. LeRoy Broun. 
A. A. Lipscomb, D. D., Chancellor, 

University of Georgia. 



196 DR. WILLIAM LEROY BROUN 

THE MOON 

(A Scientific Address on the Lunar Superstitions 
Delivered Before the Agricultural Society) 

In compliance with a resolution passed at your last 
semi-annual convention, I appear before you to address 
you on the subject assigned me for discussion, and in so 
doing I am reminded of an incident in the life of the 
French astronomer, Laplace. On one occasion a depu- 
tation of French astronomers had an audience with 
Louis XVIII, who, on entering the room, immediately 
remarked, " Gentlemen, I am charmed to see you, for 
now you can tell me all about the red moon, and ex- 
plain to me why it is so injurious to vegetation." 
Laplace, to whom the remark was addressed, and who, 
though acknowledged as the first astronomer of the 
world, had not even so much as heard of the red moon, 
with confusion replied, " Sir, the red moon has no place 
in our astronomical theories; we extremely regret our 
inability to gratify the curiosity of your Majesty." 

I apprehend, Mr. President, that you will unite with 
me, on the conclusion of this discussion, in regretting my 
inability to gratify the curiosity of this convention. 

The belief that the moon exercises an influence, both 
beneficial and injurious, on the life of plants and ani- 
mals is very widespread, and dates back to remote an- 
tiquity. It is held by the ignorant generally and by 
many intelligent persons, and finds adherents in the most 
civilized and highly enlightened communities. 



HIS ADDRESSES 197 

The advocates of this behef urge as an evidence that 
it is correct and well established the fact that the opin- 
ion is very generally entertained in countries widely sep- 
arated, and has been for many centuries past. The an- 
tiquity and universality of the belief, they contend, im- 
plies its correctness. 

In discussing this question it is important that we 
should first disabuse our minds of the erroneous concep- 
tion. It is a fallacy to conclude because an opinion has 
been generally entertained that it is therefore well es- 
tablished and founded in truth. To convince ourselves 
of this, we need only call to mind the early history of 
astronomy. The motions of the stars and the planets 
in the early history of mankind were studied by reason 
of the influence they were supposed to exert upon the 
destiny of individuals and nations. Astrology dates 
back to prehistoric ages, beyond the time of the build- 
ing of the pyramids. During all the long centuries pre- 
ceding the Christian era, and for fifteen centuries after- 
ward, astrologers were found ready to cast the horo- 
scope of an individual and determine his destiny, pro- 
vided the hour and place of his nativity were given. 
Whether his life was to be a success or a failure, 
whether it was to be happy or miserable, depended not 
on himself but on the position of Mars or Venus, 
Jupiter or Saturn, at the time of his birth. Astronomy 
was preceded by astrology, and may be regarded as its 
offspring. It has been called '* the wise daughter of a 
foolish mother " ; but, in its early history, what erro- 



198 DR. WILLIAM LEROY BROUN 

neons conceptions were entertained in regard to the mo- 
tions and nature of the heavenly bodies. 

For many centuries men taught that the earth was 
the center of the universe and that the sun and all the 
planets and stars revolved around it as the center; such 
was the astronomy taught by the great intellects of an- 
tiquity. It has only been about three centuries since 
Copernicus first enunciated the true system of astronomy, 
— that the sun was the center around which all the 
planets, with the earth, revolved. And to show how 
widespread was the error that the earth was the cen- 
ter, and with what tenacity it was adhered to at that 
day, we only refer to the persecutions of the old Italian 
philosopher, Galileo, by the church of Rome for teach- 
ing what the church regarded as heresy, that the sun 
was the center of the solar system. You remember that 
for teaching this doctrine he was cast into prison, 
branded as a heretic, denied the rights of a citizen, and 
even after death denied the right of burial. Views of 
the most absurd character were held in regard to the 
heavenly bodies. Comets were regarded as fiery 
monsters, harbingers of evil, foretelling pestilence and 
war. A comet with a tail curved as a sword foretold war ; 
a comet with a streaming, hairlike tail foretold the death 
of a prince. In the fifteenth century a fiery comet ap- 
peared and caused great consternation. So great was 
the apprehension that the Pope, Calixtus III, issued an 
edict ordering the people everywhere to pray to God to 
deliver them from the evil of the Turk and the comet. 



HIS ADDRESSES 199 

At the time of the assassination of JuHus Caesar a comet 
appeared, which the Romans regarded as a chariot to 
transport the soul of Csesar to the celestial regions. 
William the Conquerer claimed that a comet, then visi- 
ble, manifested his divine right to invade England; and 
Napoleon I always believed that a comet that appeared 
the year of his birth was his protecting genius. 

These facts are sufficient to show the widespread 
superstitions of the people in former years and clearly 
to demonstrate that universality or antiquity of belief is 
no criterion of its correctness. 

Superstition is an element of human nature, finds its 
home in ignorance, and is only dissipated by the light 
of science. The superstition in regard to the controlling 
influence of the planets on human destiny, once so gen- 
erally entertained, was sedulously cultivated in some 
quarters during the middle ages, and even as late as 
18 12 a large volume explanatory of the art was pub- 
lished in England. Now that form of superstition has 
been abandoned, yet not wholly so. Traces of the as- 
trological belief of the influence of the sun when in dif- 
ferent signs of the zodiac can be seen on the title page 
of every almanac of the present day, and men can be 
found everywhere who exhibit their faith in this sup- 
posed solar influence and who do not value an almanac 
without the customary frontispiece. A few years ago a 
publishing house determined not to yield to this popular 
superstition, and • issued their almanacs without their 
usual astrological diagrams, when the whole edition was 



200 DR. WILLIAM LEROY BROUN 

returned as unsalable. We see, then, that this super- 
stition is not entirely eradicated from the world. For- 
merly men thought that planetary influence controlled 
human destiny. Now they believe, at least some do, 
that the lunar influence controls plant life. And the ad- 
herents of this belief demand of science an explanation 
of the cause of this influence. 

Is this a question of science or is it a question of fact? 
While it is true that no phenomenon can occur in nature 
that is beneath the dignity of science to investigate, yet 
we must bear in mind that science demands as pre- 
liminary to all investigation that the question of fact be 
established, and that it be established beyond a doubt. 
When the fact of the phenomenon is conclusively estab- 
lished, then it is the business of science to give the ex- 
planation required. Until this is done no proper de- 
mand can be made on science. Just here we might con- 
clude the discussion and demand that all the facts be 
proven. But to many this would be unsatisfactory. 

Before proceeding to examine the various popular be- 
liefs in regard to lunar influence, let us state in general 
terms what we know of the laws that govern plant life, 
and what we know of the moon. Then we will be able, 
under standingly, to discuss the multiform popular opin- 
ions in the light of modern science. What do we know 
of plant life? We know that moisture and heat are re- 
quired for the seed to germinate, and that sunlight is 
essential for the full and healthy development of the 
plant. We know that food is taken in a soluble form, 



HIS ADDRESSES 201 

and that the various constituents in the soil are dis- 
solved by the action of soil-water and permeate by a 
peculiar force called " ormose," the outer covering of the 
delicate rootlets of the plant, and thence flow through 
the plant, where they undergo the process of assimilation. 
We know that the carbonic acid of the atmosphere is 
absorbed and decomposed in the green leaves of the 
plant by the action of the sunlight; that the decomposi- 
tion and assimilation of the carbon only take place in the 
chlorophyl, — the green portion of the leaf, — when un- 
der the influence of sunlight ; besides the soil and atmos- 
phere, moisture, heat, and sunlight are essential to plant 
development. 

Let us see next what we know of the moon. We know 
that it revolves around the earth once in twenty-nine 
and a half days ; that its average distance from the earth 
is 240,000 miles; that it is of all the celestial bodies the 
nearest to the earth, though still so far removed that 
did a railway track extend from the earth to the moon a 
train running twenty miles an hour, without stopping 
day or night, would require one and one-third years to 
complete the journey. Could an acoustic vibration pass 
to the moon with the velocity that it has in our atmos- 
phere, and could we speak sufficiently loud to cause a 
lunar inhabitant (if there are such) to hear our message, 
it would require fourteen days for the sound to pass 
from our earth to the moon. Were we to address our 
supposed auditor in the new moon, it would be full moon 
before he would receive the message. 



202 DR. WILLIAM LEROY BROUN 

We know also that the moon is a spherical-shaped 
body, and revolves once on its axis in twenty-seven and 
a third days, in the same time that it makes an exact rev- 
olution around the earth, and hence always presents the 
same half toward the earth. We know that there is no 
atmosphere on the moon such as there is around the 
earth, and no water on its surface. If the moon has an 
atmosphere, it is extremely attenuated, not over one mile 
in height; probably as attenuated as the vacuum made 
by the air-pump, according to Sir J. Herschel, two thou- 
sand times less dense than our atmosphere. Hence we 
infer that plant and animal life do not exist on the 
moon, as the conditions essential for their existence and 
development are not present. 

We know also that the surface of that half of the 
moon turned toward the earth is covered with moun- 
tains with high peaks and precipitous cliffs. A great 
portion of the moon is covered with what appears to be 
extinct volcanoes. So far as we know, it is a cold opaque 
mass of matter, with its fires extinguished, dependent 
on the sun both for light and heat. For fourteen days 
one-half of the moon is under the blaze of the sun, with 
no atmosphere or vapor to temper its rays. Hence it 
must be subjected to much greater heat than we ever 
experienced on earth; and then, for an equal length of 
time, that half is enveloped in total darkness and sub- 
jected to intense cold. We who inhabit the earth can 
only see one-half of the moon. That half has been very 
closely examined with the telescope. The heights of 



HIS ADDRESSES 203 

more than a thousand mountains have been measured. 
Charts have been made representing the mountains and 
planes, which are all named, and even models of the 
moon have been made, representing with great accuracy 
the form and heights of the mountains and craters. In- 
deed, so closely has the moon been scanned with the tele- 
scope, and so carefully has it been studied, that now the 
geography (so to speak) of the moon is better under- 
stood than that of the earth, for the moon has, in the 
half presented to the earth, no unknown portion equal 
in extent to that of the unknown portion of central 
Africa. 

We are thus particular in giving a minute statement 
of our knowledge of the physical condition of the moon, 
as this is necessary to discuss properly its supposed in- 
fluence on the earth. 

We have seen, then, that the moon has no air and no 
water, but is an opaque spherical mass, covered seem- 
ingly with extinct volcanoes, receiving its light and heat 
from the sun; that it shines by the light reflected from 
the sun. When between the earth and the sun, pre- 
senting its dark side toward the earth, you call it new 
moon. In seven and one-half days thereafter, with one- 
half appearing illuminated, it is said to be in the first 
quarter; in seven and one-half days more it presents the 
bright face of the full moon ; then in seven and one-half 
days more it is said to be in the last quarter. The 
phases of the moon are periodical and depend simply 
on its position with respect to the earth or sun. Every 



204 DR. WILLIAM LEROY BROUN 

twenty-nine and one-half days they must and do recur 
with the most exact precision. 

But, say the adherents of the behef in lunar influences 
affecting plant and animal life on earth, the lunar influ- 
ence is effective through the agency of its light and heat. 
Let us examine this view by the aid of modern science. 
How much light do we receive on earth from the full 
moon? Not less than a half million of full moons would 
be required to give light equal to that of the sun, and 
this is twice as many as could occupy the visible hemi- 
sphere of the heavens. According to Wollaston, the 
full moon is 800,000 times weaker than the sunlight. 
The light of the sun is found equal to 5563 wax candles 
at the distance of one foot, while that of the moon was 
only an 144th of a candle. 

Hence, even if the whole celestial vault were closely 
packed with full moons, all giving light to the earth, 
their united light would be less than that of the sun. 
But what about the heat that comes from the moon? 
Does not that exert an important influence on plant life? 
The most refined experiments, made with the most deli- 
cate apparatus, have failed to indicate any heat received 
from the moon. Even when the moonlight has been con- 
centrated by large concave mirrors on delicate thermom- 
eters they have failed to cause any increase of tempera- 
ture. One astronomer thought that he had obtained 
a degree of heat from the moon on the top of Teneriffe; 
but his instrumental means were imperfect. Professor 
Tyndall says that his experiments indicated rays of cold 



4 



HIS ADDRESSES 205 

from the moon. The heat of the sun that is reflected 
from the moon to the earth is all absorbed in the upper 
regions of the atmosphere. Heat is without doubt re- 
flected from the moon; but the rays are obscure or dull, 
and are wholly absorbed by the air and vapors that sur- 
round the earth. 

Hence, so far as science has determined the question, 
we conclude that plants on the earth receive no visible 
heat from the moon. 

Let us now proceed to apply these principles of science 
to the examination of some of the most specially popular 
beliefs in regard to lunar influence. The English gar- 
deners give the name of the " red moon " to that which 
fell between the middle of April and the close of May, 
because, as they allege, the light of the moon killed and 
turned red the delicate buds of the tender plants. 
Hence their custom was to protect by some covering 
the tender buds from the injurious influence (as they 
believed) of the light of the moon. When thus pro- 
tected from the light they were uninjured. The garden- 
ers were right as to the fact, but wrong as to the 
cause. The moon was not the agent, but simply a wit- 
ness. It is a well known fact in physics that some sub- 
stances will radiate heat more readily than others, and 
hence, when exposed to the atmosphere, will become 
chilled in a greater degree and indicate a lower tempera- 
ture. The young buds of a plant are good radiators of 
heat, and hence on a clear night when there are no 
clouds to intercept the rays of moonlight, nor the radiant 



2o6 DR. WILLIAM LEROY BROUN 

heat from the plants, the young buds may radiate heat 
so readily as to become chilled down to freezing, while 
the thermometer may indicate even ten degrees higher 
temperature. The fact that this takes place also on a 
clear night when the moon is not visible shows that it 
is not the moonlight that causes the injury. 

In some countries the opinion was generally enter- 
tained that timber, to be preserved, should be felled only 
during the decline of the moon. It is said that the 
forest laws of France at one time forbade the cutting 
of timber during the increase of the moon; and that the 
same opinion was entertained and acted on in England, 
Germany, and Brazil. To test whether or not this pop- 
ular opinion was true, a celebrated French agriculturist, 
M. Duhanel du Monceau, instituted a series of careful 
experiments and clearly established the fact that the en- 
during qualities of timber are wholly independent of the 
phase of the moon in which it is felled. 

Gardeners and agriculturists generally, who believe in 
the influence of the moon, hold that vegetables, plants, 
and trees which are expected to flourish and grow vig- 
orously should be planted, grafted, and pruned during 
the increase of the moon. Though this opinion, we find, 
is subject to many modifications in different sections of 
the country. In what manner, then, does the moon af- 
fect plant life? What explanation does science offer of 
this lunar influence? These are the questions given to 
us to answer. First, we ask, is it a fact? Has the fact 
been established by careful and well conducted experi- 



HIS ADDRESSES 207 

ments? The careful experiments conducted by French 
agriculturists proved that the increase or decrease of the 
moon has no appreciable influences on the phenomena of 
vegetation. But the believers in lunar influence assert 
that their experience confirms their belief. One experi- 
ment, which they well remember, fully establishes, as 
they reason, the existence of lunar influence. Now, the 
causes that influence plant-growth are extremely com- 
plex. It is one of the most difficult questions in nature 
properly to estimate the influence of each of the sep- 
arate factors, so to speak, that enter into and produce 
the well developed plant. What, then, are the factors 
that enter into a question of plant growth? Let us men- 
tion some of them: 

1. The chemical constitution of the soil. 

2. The mechanical condition of the soil, the depth of 
the plowing, and the degree of pulverization. 

3. The temperature of the soil and the air. 

4. The character of the drainage. 

5. The amount and frequency of the water supply. 

6. The character of the cultivation, the depths and 
the frequency of the plowing and the hoeing. 

7. The plant room, — that is, the number of plants to 
the row. 

8. The quality of the seed used. 

Here we have mentioned eight separate factors, each 
of which plays an important part in the character of the 
crop realized; and to make an experiment, to test lunar 
influence, the effect produced by the presence or ab- 



2o8 DR. WILLIAM LEROY BROUN 

sence of each of these factors must be carefully ob- 
served, and that effect must be correctly eliminated be- 
fore the supposed lunar influence can be estimated. But 
this is not the method adopted by those who are con- 
firmed in their opinions in regard to lunar influence by 
their own observations. They observe only one thing, 
the phase of the moon, and every other influence is neg- 
lected. They conclude, therefore, that the influence of 
the moon on plant life has been established as a ques- 
tion of fact* Wine-makers have a maxim that wine 
made in two moons is of an inferior quality. The only 
influence that the moon would exert on the fermenta- 
tion would be by affecting the temperature, and we have 
already shown that the influence of the moon in affect- 
ing the temperature on the earth was inappreciable. 
This maxim is not established as a fact, and hence must 
be classed along with that popular belief among sail- 
ors, equally unfounded, that the light of the moon has 
a peculiar potency to darken the complexion. 

It is an old maxim, mentioned by ancient writers, that 
the moonlight facilitates the putrefaction of animal sub- 
stances ; that fresh meat and fish exposed to the light of 
the moon undergo decomposition rapidly. In this case, 
as in others, the moon is charged with a deed of which 
it is innocent. Moisture facilitates decomposition of 
animal substances ; and on a clear night, when the moon 
is visible, heat radiates into space rapidly, the animal 
substances are exposed and chilled, and hence are cov- 
ered with dew. The moisture thus produced by a 



HIS ADDRESSES 209 

physical cause, and not by the Hght of the moon, de- 
termines the putrefaction. 

The opinion is common in some countries, and also 
expressed in some of the old Latin writers, that oysters 
become larger during the increase of the moon. This 
question has been carefully tested by the balance and 
found not to be a fact. 

Butchers in some localities hold that the marrow 
found in the bones of animals increases and decreases 
with the moon. A German scientist put this opinion to 
the test of observations conducted with great care for a 
period of twenty years, and established by the unerring 
balance that the belief was without foundation. 

One of the most ancient forms which belief in regard 
to lunar influences assumed was that the moon exerted 
a direct influence over physical and mental maladies; 
that it entered the sick chamber and controlled the phe- 
nomena of disease, and at times injuriously affected the 
mental faculties. So generally has this latter power been 
attributed to the moon as to give origin in our own lan- 
guage to the term ** lunacy." So strong was the faith 
of the ancients in the influence of the moon and the 
planets that one of the writers recommended that no 
physician be trusted who is ignorant of astronomy. In 
disease, the different changes or phases of the moon were 
thought to correspond to the sufferings of the patient. 
The critical days of the disease were the seventh, the 
fourteenth, and the twenty-first. 

In support of this supposed celestial influence on the 



2IO DR. WILLIAM LEROY BROUN 

action of disease, it is related that in 1693, when an 
epidemic was prevaiHng throughout Italy, an unusual 
number of persons died at the moment of the lunar 
eclipse. This fact, if it be a fact, can readily be ex- 
plained by the influence exerted on the minds of the 
patients by the occurrence of a phenomenon, so full of 
interest and so little understood. It is related that 
patients were, as late as 1654, by order of the physicians 
shut up in close chambers, dark and well perfumed, to 
escape the baleful influence of an eclipse. The num- 
bers who flocked to confession among the peasantry of 
France were so great that the priests could not adminis- 
ter the rite ; and in one instance so great was the crowd 
that a village curate seriously informed his flock that 
the eclipse was postponed for a fortnight. It is said 
that Bacon fainted at every lunar eclipse and only re- 
covered when the moon recovered her light. But, as 
Arago, the French astronomer, remarks, before we can 
admit that this instance proves the existence of lunar in- 
fluence " we must establish the fact that feebleness and 
pusillanimity of character are never connected with high 
qualities of mind." Against the prevalent belief of the 
influence of the moon over physical and mental mala- 
dies we bring the general fact of periodicality in dis- 
ease, both physical and mental, and periodicity of the 
phases of the moon. Hence we would anticipate nu- 
merous fortuitous coincidences. The law of probabili- 
ties show that these recurring periods, being separated 
by nearly the same interval, must give frequent co- 



HIS ADDRESSES 211 

incidences. But coincidences do not recur always at 
the same phase of the moon, nor do they recur with suffi- 
cient frequency to indicate the relation between cause 
and effect. The cause of the critical days in human 
maladies must be sought for in the law of periodicity, 
as now recognized by physicians, and not in the changes 
of the moon. But this supposed relation has been care- 
fully examined. Dr. Olbers, a distinguished astronomer 
who was also a physician, says that, after having sub- 
jected this opinion to a careful test by an examination 
of numerous facts, he was never able to discover the 
slightest trace of any connection between the phe- 
nomena of disease and the phases of the moon. 

The belief that is more widespread probably than any 
other is the influence which the moon is supposed to ex- 
ert on the changes of the weather. Even prognostica- 
tions in regard to the weather throughout the month 
were made to depend on the appearances of the moon in 
the crescent form. A Latin writer, who was regarded 
as one of the wisest of the Romans, gave the following 
rule by which to foretell the state of the weather : " If 
the upper horn of the crescent moon appears hazy, rain 
will happen in the decline of the moon; if the lower 
horn is hazy, it will rain before the full moon; if the 
center is hazy, it will rain at the full moon." We know 
now that the hazy appearance of the moon is due to the 
vapor in the atmosphere of the earth, and not to a con- 
dition of the moon ; and that a change of locality on the 
earth of a few miles would be sufficient to project the 



212 DR. WILLIAM LEROY BROUN 

vapor on the upper or lower horn. Hence the absurdity 
of the old Roman rule is obvious. 

The belief is very general that a change of the weather 
accompanies a change of the moon, and that we have 
more rainy and cloudy days about the full moon. Is 
this a fact? Suppose we place in one column all the 
rainy days of the year, and in a parallel column the 
phases of the moon. Now let this table be continued 
during a long series of years, and if there is a physical 
connection between the condition of the weather and 
the phase of the moon, it will be made manifest by the 
numerous coincidences. Meteorological tables, kept for 
a long series of years in Germany, France, and England, 
have been carefully examined with reference to this sup- 
posed lunar influence. Arago has shown from these 
registers that a slight preponderance of rain falls near 
the new moon over that which falls near the full. Sir 
John Herschel, from his own observations, concludes 
that it is a meteorological fact that " there is a tendency 
to a disappearance of clouds under the full moon." 
The examination of the records seems to show that there 
is a slight tendency to fair weather about the full moon, 
and by consequence more cloudy weather about the new 
moon. This tendency is extremely slight and often 
marked by local causes, and this is the only perceptible 
influence on the weather that the records indicate that 
can be attributed to the moon. What, then, is the 
scientific explanation of this tendency to cause fair 
weather at full moon? The heat that radiates from the 



HIS ADDRESSES 213 

moon is of that character that is absorbed in the upper 
regions of the atmosphere. It cannot reach the earth, 
but is all absorbed by the vapor and air. Hence at and 
about full moon the excess of heat radiated from the 
lunar surface tends to dissipate the clouds. The amount 
of heat radiated to the earth is a maximum at full moon; 
thence the greater tendency about the lunar phase to 
have less cloudy nights. 

Science does not undertake to prove the negative of 
this question of lunar influence. True, science is 
cautious. She does not deal with the unknown. She 
does not arrogate to herself the power to determine all 
the possibilities and impossibilities of nature. But, in 
the most positive manner, she demands as preliminary 
to all investigations that the facts be well established. 
This question then, in its multiform aspect, is not a ques- 
tion of science, but one of fact. 

Our conclusion is that with the exception of the slight 
influence on the weather already explained, the popular 
opinions in regard to lunar influence are not founded on 
fact, are not supported by the laws of physical science, 
but rest on tradition and furnish evidence of a wide- 
spread inherited superstition. 

The moon is not an agent but simply a witness, and 
in all fairness must be acquitted of the many misdeeds 
attributed to her. 



214 DR. WILLIAM LEROY BROUN 

THE RED ARTILLERY THE DIFFICULTY OF OBTAINING 

CONFEDERATE ORDNANCE DURING THE WAR 

From the Journal of the United States Artillery, Published at 
Fortress Monroe 

In complying with your request to write an article for 
your journal, giving experiences and difficulties in ob- 
taining ordnance during the war, I will endeavor, relying 
on my memory and some available memoranda pre- 
served, to give you a statement of the collection and man- 
ufacture of ordnance stores for the use of the Confed- 
erate army, so far as such manufacture was under my ob- 
servation and control. After a year's service in the field 
as artillery officer I was ordered to Richmond and made 
superintendent of armories, with the rank of major in 
the regular army, a new office in the Confederate States 
army, and sent to various points in North Carolina and 
Georgia to inspect and report on the facilities possessed 
by different manufactories for making arms, swords, sul- 
phuric acid, and so on. As a general rule, the facilities 
for manufacturing were meager and crude, giving little 
prospect for an early service of the product. 

Early in the spring of 1862 I was ordered to report at 
Holly Springs, Miss., and take charge of a factory just 
purchased by the Confederacy, and designed for the man- 
ufacture of small arms. It was not many months before 
the defeat of the Confederate army under General Albert 
Sidney Johnston at Shiloh, Tenn., caused a hurried re- 
moval of all the machinery to Meridian, Miss. Having 
reported to the chief of ordnance at Richmond, Va., I 



HIS ADDRESSES 215 

was assigned to duty connected with the ordnance depart- 
ment. The Confederate congress had authorized the 
appointment of fifty new ordnance officers, and the appH- 
cations to the war department became so numerous and 
persistent for these appointments that the secretary of 
war, Colonel Randolph, ordered that all applicants should 
submit to an examination and that appointments would 
be made in order of merit, as reported by the board of 
examiners. Thus what we are now familiar with as civil 
service examinations were introduced by the Confederate 
war department in 1862, in the appointment of ordnance 
officers. I was made lieutenant colonel of ordnance, and 
as president of the board, with two other officers, con- 
stituted the board of examiners. By direction of Gen- 
eral J. Gorgas, the chief of ordnance, I prepared a field 
ordnance manual by abridging the old United States 
manual and adapting it to our service when necessary. 
This was published and distributed in the army. 

The examination embraced the field ordnance manual 
as contained in this abridged edition, the elements of 
algebra, chemistry, and physics, with some knowledge of 
trigonometry. The first examinations were held in Rich- 
mond. Of course the fact of the examinations greatly 
diminished the number of applicants. Of those recom- 
mended by the board so many were from Virginia that 
the president declined to appoint them until an equal op- 
portunity was given to the young men of the different 
armies of the Confederacy in other States. 

Hence I was directed to report to and conduct exam- 



2i6 DR. WILLIAM LEROY BROUN 

inations in the armies of Generals Lee and Jackson in 
Virginia, General Bragg in Tennessee, and General Pem- 
berton in Mississippi. Under other officers examinations 
were conducted in Alabama and Florida. The result of 
this sifting process was that the army was supplied with 
capable and efficient ordnance officers. 

Early in 1863 I was appointed commandant of the 
Richmond arsenal. Here the greater part of the ord- 
nance and ordnance stores were prepared for the use of 
the Confederate armies. 

The arsenal occupied a number of tobacco factories 
at the foot of Seventh street near the Tredegar Iron- 
Works, between Gary street and James river. It in- 
cluded all the machine shops for working wood and iron, 
organized into different departments, each under sub- 
ordinate officers, arranged to manufacture ordnance 
stores for the use of the Confederate army. Can- 
non were made at the Tredegar Iron-Works, includ- 
ing siege and field guns, napoleons, howitzers, and banded 
cast iron guns. Steel guns were not made. We had no 
facilities for making steel, and no time to experiment. 

The steel guns used by the Confederates were highly 
valued, and with the exception of a few purchased abroad 
were all captured from the Federals. At the beginning 
of the v/ar the machinery belonging to the armory at 
Harper's Ferry was removed to Richmond and there 
established. This armory manufactured Enfield rifles 
and the product was very small, not exceeding five hun- 
dred a month. With the exception of a few thousand 



HIS ADDRESSES 217 

rifles, the soldiers at the beginning of the war were 
armed with the old smooth-bore muskets and with the old 
Austrian and Belgian rifles that were imported. These 
they exchanged for Enfield rifles as they were favored by 
the fortunes of war. In the summer of 1863, after the 
seven days' battle around Richmond between General Lee 
and General McClellan, men were detailed to collect arms 
from the field, which were carried to the Richmond 
Arsenal, and then as quickly as possible repaired and re- 
issued to the army. Subsequently, through the blockade 
runners, a large importation of excellent rifles were re- 
ceived and distributed. When the men detailed for this 
purpose were collecting the thousands of Enfield rifles 
left by the Federals on the battle-fields around Richmond, 
I remember seeing a few steel breastplates that had been 
worn by the Federal soldiers who were killed in the 
battle. They were solid steel in two parts, shaped to fit 
the chest, and were worn under the coat. These were 
brought as curiosities to the arsenal and had been 
pierced by bullets. I remember this as a fact of my own 
knowledge. Some years ago the charge that some of the 
Federal soldiers wore breastplates was denied and decried 
as a gross slander, and in reply thereto I published in the 
Nation the statement here made. These no doubt repre- 
sented a few sporadic cases, worn without the knowledge 
of others. The Confederate soldiers had to rely for 
improved arms on captures on the battle-field and on Im- 
portation when the blockade could be avoided, having 
available no large armory. 



2i8 DR. WILLIAM LEROYi BROUN 

The Tredegar Iron- Works at Richmond, Va., was the 
chief manufactory of siege and field guns, all cast-iron 
and smooth-bore. The large columbiads were made 
there, also the howitzers, twelve-inch bronze napoleons, 
and so on; but the highest valued banded Parrot three- 
inch rifles, with which the army was well supplied, were 
as a rule captured on the battle-field. 

As the war continued great difficulties were experi- 
enced in obtaining the needful ordnance supplies and 
many devices were resorted to. After the battles about 
Chattanooga, Tenn., when the Confederacy lost posses- 
sion of the copper mines, no more bronze napoleons could 
be made, but instead thereof a light cast-iron twelve- 
pounder, well banded after the manner of the Parrot 
guns, was made, and found to be equally as effective as 
the napoleon. At the beginning of the war it must be 
remembered the Confederacy had no improved arms, no 
powder mills, no arsenals, no armories, no cap machines, 
and no improved cannon. All supplies at first were ob- 
tained by importation, though the blockade subsequently 
cut off this foreign supply. All arms were percussion- 
cap muzzle loaders. In the beginning the old flint-lock, 
smooth-bore muskets were changed to percussion-cap 
lock, and issued to the troops. 

To keep a supply of the percussion caps was a difflcult 
and very serious problem, as the demand for caps was 
about twice as great as it was for cartridges. The ma- 
chines made after the United States pattern did not yield 
a large supply, and simpler and much more efficient ma- 



HIS ADDRESSES 219 

chines for making, fitting, pressing, and varnishing caps 
were invented and made by Southern mechanics. 

After the Federals obtained possession of the copper 
mines of Tennessee great anxiety was excited as to the 
future store of copper from which to manufacture per- 
cussion caps. The casting of bronze field-guns was im- 
mediately suspended and all available copper was care- 
fully hoarded for the manufacture of caps. It soon be- 
came apparent that the supply would be exhausted and 
the armies rendered useless unless other sources of supply 
could be obtained. No reliance could be placed on the 
supply from abroad, though large orders were forwarded, 
so stringent was the blockade; of course the knowledge 
of this scarcity of copper was made public. In this 
emergency it was concluded to render available, if pos- 
sible, some of the copper, turpentine, and apple brandy 
stills which still existed in North Carolina in large num- 
bers. Secretly, with the approval of the chief of ord- 
nance, an officer was dispatched, with the necessary 
authority to purchase or impress all copper stills found 
available, and ship them, cut into strips, to the Richmond 
arsenal. By extraordinary energy he was enabled to 
forward the amount necessary for our use. The strips 
of copper of these old stills were re-rolled and handed over 
to the cap manufacturer, and thus were all the caps issued 
from the arsenal and used by the armies of the Confed- 
erate States during the last twelve months of the war 
manufactured from the copper stills of North Carolina. 

After the completion of cap machines, which were an 



220 DR. WILLIAM LEROY BROUN 

improvement on the old United States machine, eight 
hands, only two being men, the others being boys and 
girls, frequently manufactured from the strips of copper 
over 300,000 caps within eight hours, — stamping, filling, 
preparing, and varnishing them. These cap machines 
thus had a capacity of producing a million a day. These 
caps made at the arsenal were frequently tested and pro- 
nounced superior in resisting effects of moisture and in 
general efficiency. For the completion of these machines 
the Confederate government awarded the inventor, — an 
employe of the arsenal, — the sum of twenty-five 
thousand dollars, being then equal to two thousand dol- 
lars in gold. 

To manufacture the fulminate of mercury we needed 
nitric acid and mercury. A quantity of mercury was 
obtained early in the war from Mexico. To make nitric 
acid we required niter and sulphuric acid. The sulphuric 
acid was manufactured in North Carolina, after many 
failures and difficulties, especially in obtaining the lead 
to line the chambers. Niter was made by the Niter and 
Mining Bureau, especially organized for that purpose. 
Everywhere about the environs of Richmond could be 
seen large earthen ricks and heaps* which contained dead 
horses and other animals, designed for use in the manu- 
facture of niter. The available earth from caves was 
also made to yield its quota of niter. With this sul- 
phuric acid and niter on the banks of the James river we 
manufactured the nitric acid required in the manufacture 
of fulminate. Near the close of the war the supply of 



HIS ADDRESSES 221 

mercury became exhausted. Here was a most serious 
difficulty. We had not and could not obtain the mercury, 
an essential material with which to manufacture fulmi- 
nate of mercury, and without caps the army could not 
fight, and must be disbanded. This was an extremely 
serious situation, and no mercury could be obtained in 
the limits of the Confederacy. We began to experiment 
on substitutes, and fortunately found in Richmond two 
substances, — chlorate of potash and sulphuret of anti- 
mony, — which when properly combined answered the 
purpose satisfactorily. And the battles around Peters- 
burg during the last few months of the war were fought 
with caps filled with this novel substitute. Our lead was 
obtained chiefly, and in the last years of the war entirely, 
from the lead mine near Wytheville, Va. The mines 
were worked night and day and the lead converted 
into bullets as fast as received. The old regulation 
shrapnel shells were filled with leaden balls and sulphur. 
The Confederacy had neither lead nor sulphur to spare, 
and used instead small iron balls, filled with asphalt. 
We had no private manufactories established which could 
furnish the appliances needed, and frequently everything 
had to be done from the very beginning by the ordnance 
department and the army in the field. For instance, to 
run the forges, to make the irons for the artillery car- 
riages, we needed charcoal. To obtain this I purchased 
the timber of a number of acres of woodland on the 
south side of the James river and secured a detail of men 
to burn the charcoal for the use of our forge department. 



222 DR. WILLIAM LEROYi BROUN 

During the winter the men from General Lee's army cut 
the timber and shipped it to Richmond, and of it artil- 
lery carriages were made on which to mount the guns to 
fight the battles in the spring. Men appointed for that 
purpose followed the army and collected the hides of the 
slaughtered animals that were used to cover the saddle- 
trees made of timber cut by temporary details of men 
from the army in the field. 

As the war continued, efforts were made to build per- 
manent and well appointed arsenals as at Macon and Au- 
gusta, Ga. The large arsenal at Augusta, under the 
management of Colonel Rains, was especially devoted to 
the manufacture of powder. Toward the close of the 
war it was making an abundant supply of very superior 
character, equal and in some respects superior to that 
imported from foreign countries. 

Under the demands of necessity in many instances 
cotton converted into rubber cloth was used in the manu- 
facture of infantry accouterments, and was found 
especially useful in making belts for machinery. Models 
of inventions were frequently sent to the arsenal, of which 
large numbers were valueless, and those good in theory 
could not be tried for want of skilled machinists and 
ordnance supplies. I remember on one occasion, the last 
year of the war, that a large number of Spencer breech- 
loading rifles, the result of a capture, were turned over 
to the arsenal, and though greatly desired by the troops, 
could not be reissued for want of ammunition. In the 
effort to make the cartridges for the Spencer rifles in 



HIS ADDRESSES 223 

the first place tools had to be devised with which to 
make the tools used for making the cartridges. Hence 
the surrender at Richmond came before the cartridges 
were made. A plan was proposed at the arsenal to in- 
crease the accuracy and range, and thus render avail- 
able and more efficient the smooth-bore muskets in pos- 
session of the Confederacy. 

The plan proposed was theoretically correct, and is 
worth mentioning inasmuch as very late in the war the 
identical plan was sent to President Diavis from Canada 
as a scientific gift of great value. This was sent by him 
to the war department, and hence found its way to the 
arsenal, where the drawings were regarded with inter- 
est, since they corresponded exactly with those made at 
the arsenal years previously. The idea was to fire an 
elongated compound projectile, made of lead and hard 
wood, or papier mache. 



In the diagram the heavy lines represent a section of 
the leaden arrow bullet, with center of gravity well for- 
ward; the dotted lines represent the hollow sabot of 
wood, or hard papier mache. 

On firing, the lighter material moving first would press 
outward the arrowhead and thus destroy the windage, 



224 DR. WILLIAM LEROYi BROUN 

and the flight of the trajectory would be as an arrow 
without rotating on the shorter axis, inasmuch as the 
center of inertia of the projectile would be in advance 
of the center of the resistance of the air. At least, that 
was the theory of the compound projectile devised for 
the old smooth-bore musket. 

An attempt was made to use on the field round con- 
cussion shell from the howitzer as mortars. In this con- 
cussion shell a friction primer, properly wrapped, acted 
as a fuse, its head terminated in a bullet which rested 
on the shoulder of the brass fuse that screwed into the 
shell, having an unfilled hollow space about the bullet. 
When the round shell struck any point, except that ex- 
actly in the rear of the prolongation of the wire, put 
in the axis of the bore by using a sabot, the momentum 
of the bullet would draw the friction primer and ex- 
plode the shell, regardless of the point on which a round 
shell struck. A gun-carriage was made for howitzers, 
with a jointed trail, as thus they could be used as mor- 
tars and fired at a high angle. These were rather ex- 
periments than instances of success, and are only men- 
tioned now to show that the ordnance ofiicers did some- 
thing more than simply to imitate the Federals. They 
were prevented from accomplishing what they planned 
by reason of the want of machinery to do the necessary 
work. 

During the siege around Petersburg it was discovered 
that the shells used for the large Parrot guns were very 
defective, — that is, had but very short range. The 



I 



HIS ADDRESSES 225 

shells would start off and fly well and straight, revolv- 
ing on the longer axis, during the first half of the tra- 
jectory, then suddenly whirl on the shorter axis and 
drop almost vertically. One can tell by the ear the in- 
stant the axis of revolution changes, if one gun is fired. 
The action of the shell being observed, the cause was 
obvious and a remedy suggested itself. The center of 
the resistance of the air at the summit of the trajectory 
was in advance of the center of inertia, and produced 
a couple that caused the rotation on the shorter axis. 
The obvious remedy was to make the front of the shell 
hemispherical instead of conoidal and to diminish its 
length, and thus put the center of gravity forward of 
the center of resistance. With this change made, the 
maximum range was attained, and the complaints of the 
artillerist ceased. 

When we consider the absence of manufactories and 
machinery and of skilled mechanics in the South at the 
beginning of the war, its successfully furnishing ord- 
nance supplies for so large an army during the four 
eventful years is a striking evidence of the energy and 
resources and ability of its people. 

The success of the ordnance department was due to 
its able chief, General J. Gorgas, and in large measure 
to the intelligence and devotion of its officers, selected 
by the sifting process of special examinations. I must 
add this, that never was an order received from Gen- 
eral Lee's army for ammunition that it was not imme- 
diately supplied, even to the last order to send a train- 



226 DR. WILLIAM LEROYi BROUN 

load of ammunition to Petersburg after the order was 
received for the evacuation of Richmond. 

As continuous work was necessary to keep a supply 
of ammunition, at times serious difficulties threatened 
the arsenal, not only from scarcity of supplies of ma- 
terial, but also from depreciation of our currency. Food 
supplies were very scarce in Richmond, and became 
enormously high in Confederate currency; and during 
the very severe last winter of the war all the female 
operatives who filled cartridges with powder left the 
arsenal and struck for higher wages. These were 
trained operatives, and the demand for ammunition was 
too great to afford time to train others, even if they 
could have been secured. An increase in money would 
not relieve the difficulty. 

I remember once being early in the morning on the 
island in James river, with the ice and frost everywhere, 
surrounded by a number of thinly clad, shivering women; 
and mounting a flour barrel, I attempted to persuade 
them, by appeals to their loyalty and patriotism, to con- 
tinue at their work until better arrangements could be 
made. But patriotic appeals had no effect on shivering, 
starving women. Very fortunately at this juncture a 
vessel with a cargo for the ordnance department ran 
the blockade at Wilmington, N. C, laden not with rifles 
and powder, but with bacon and syrup and articles for 
food and clothing, these being of extreme value. An 
ordnance store was immediately established, and food 
and clothing to the employes of the arsenal at one- 



HIS ADDRESSES 227 

fourth the market price. This fortunate cargo made 
them all happy, and relieved the immediate difficulty. 
I submit herewith a statement of the principal issues 
from the arsenal made up to January i, 1865. This 
can be relied on as accurate, having been copied from 
the official reports preserved at the arsenal, consolidating 
all issues. The report was prepared by my order, fur- 
nished by the Richmond Enquirer, and published the day 
of the evacuation of Richmond. A copy was published 
in the New Eclectic Magazine, April, 1869, from which 
the following extract is taken: 

" Statement of principal issues from the Richmond 
arsenal from July i, 1861, to January i, 1865: 

" Artillery equipments, etc., — 341 columbiads and 
siege-guns; 1,306 pieces of all descriptions; 1,375 Md- 
gun carriages; 875 caissons; 152 forges; 6,825 sets 
artillery harness; 925,441 rounds field, siege, and sea- 
coast ammunition; 1,456,120 friction primers; 1,110,966 
fuses; 17,423 port fires; 3,985 rockets. 

" Infantry and cavalry arms, accouterments, etc., — 
323,321 infantry arms; 34,067 cavalry arms; 6,074 
pistols; 44,877 swords and sabers; 375,510 sets of in- 
fantry and cavalry accouterments; 188,181 knapsacks; 
478,498 haversacks; 328,977 canteens and straps; 115,-- 
087 gun and carbine slings; 72,413,854 small arm cart- 
ridges; 146,901,250 percussion caps; 69,418 cavalry sad- 
dles; 85,139 cavalry bridles; 75,611 cavalry horses; 
35,464 saddle-blankets; 59,624 pairs of spurs; 42,285 
horse brushes; 56,903 currycombs." 



228 DR. WILLIAM LEROYi BROUN 

The enormous amount of " thirteen hundred field- 
pieces of all descriptions," classed among the issues, does 
not signify that that number was manufactured at the 
arsenal, but that number includes all those obtained by- 
manufacture, by purchase, or by capture, and afterward 
issued therefrom. The writer, in the Enquirer, further 
says : " Assuming that the issues from the Richmond 
arsenal have been half of all the issues to the Confed- 
erate armies, which may be approximately true, and that 
one hundred thousand of the enemy were killed, not re- 
garding the wounded and those who died of disease, it 
will appear from the statement of issues that about one 
hundred and fifty pounds of lead and three hundred and 
fifty pounds of iron were fired for every man killed; 
and if the proportion of the killed and wounded be as 
one to six, it would further appear that one man was dis- 
abled for every two hundred pounds expended. In 
former wars with the old smooth-bore muskets it was 
generally said, ' His weight in lead is required for every 
man who was killed.' " 

And from the issues of the arsenal it does not appear 
that the improved rifle required a pound less. 

It will appear to one fond of statistics, who may re- 
duce the moving force of the projectile to horse-power, 
that the force required to kill one man in battle will be 
represented by about one thousand horse-power. 

Some general remarks in reference to the conclusion 
of the war and the destruction of the arsenal may not 
be out of place. 



HIS ADDRESSES 229 

There was a large number of Federal prisoners in 
and about the city. Libby prison was filled with offi- 
cers and Belle Isle with many privates. To release 
these was the object of cavalry raids against the city, 
when the main army was absent. All the operators of 
the arsenal and the Tredegar Works and the employes 
of the departments were organized into regiments and 
were called to the field when a raid was expected. So 
they literally worked with their muskets by their sides, 
and so valuable were the lives of the skilled artisans 
that it was said that if three iron- workers in the regi- 
ment of the arsenal were killed the manufacture of 
cannon would stop. But the end was approaching. In 
the Confederate senate I remember listening to an ani- 
mated discussion in regard to enlisting negro troops in 
the army. It was urged by some of the senators that 
we should enlist and arm fifty thousand negroes, of 
course with a pledge of freedom. I knew we could not 
possibly arm five thousand. The ordnance department 
was exhausted. One company of negroes was formed 
and I witnessed the drill in the Capitol Square, but I 
understood that as soon as they got their uniforms they 
vanished in one night. 

As the spring of 1865 approached the officers often 
discussed the situation. We knew that Lee's lines were 
stretched to breaking, and we knew the exhausted con- 
dition of every department, and we knew that the end 
was near. 

Sunday, April 2, was a bright, beautiful spring day, 



230 DR. WILLIAM LEROYi BROUN 

and Richmond was assembled at church. I was at St. 
Paul's Church. About four pews in front of me sat 
President Davis ; and in a pew behind me, Gorgas, chief 
of the ordnance department and my chief. During 
service and before the sermon the sexton of the church, 
a well known individual in the city, stepped lightly for- 
ward, and touching Mr. Davis on the shoulder, whis- 
pered something to him. Mr. Davis immediately arose 
and walked out of the church, with a calm expression, 
yet causing some little excitement. In a moment the 
sexton came back and called out General Gorgas. I con- 
fess I was made extremely uneasy, and was reflecting 
on the probable cause when, being touched on the shoul- 
der and looking around, the sexton whispered to me 
that a messenger from the war department awaited me 
at the door. I instantly felt that the end had come. 

I was ordered to report to the war department, where 
I soon learned that General Lee had telegraphed that his 
line was broken and could not be repaired, and that the 
city must be evacuated at twelve o'clock that night. 

I was ordered to remove the stores of the arsenal 
as far as could be done to Lynchburg, and was informed 
that the president and chief officials would proceed to 
Danville, and the line be reestablished between Danville 
and Lynchburg. 

I immediately had the canal-boats of the city taken 
possession of, and began to load them as rapidly as pos- 
sible with machinery, tools, stores and so on, to be car- 
ried to Lynchburg. 



HIS ADDRESSES 231 

As a large supply of prepared ammunition could not 
be taken, I had a large force employed in destroying it 
by throwing it into the river. 

Supplies of value to families were given away to those 
who applied. By midnight the boats laden with stores 
were placed under charge of officers and started for 
their destination, which they never reached. What be- 
came of them I never knew. 

About two o'clock in the morning General Gorgas, 
chief of ordnance, came to the arsenal to tell me that 
he was about to leave with the President for Danville, 
and to report to him there. I never reported to him 
till fifteen years later, when I met him at Sewanee, 
Tenn., the vice-chancellor of the University of the 
South. 

Every possible effort was made to prevent the de- 
struction of the arsenal. 

I, as commanding officer, visited every building be- 
tween three and four o'clock in the morning of the third 
of April, and had the gas extinguished and the guards 
instructed to shoot any man who attempted to fire the 
buildings. 

One hour afterward (I was then four miles from the 
city) the rapid and terrible explosion of shells heard 
in the distance proved that that part of the city occu- 
pied by the arsenal was being made desolate by the torch 
applied by the frantic mob. Shortly after the presi- 
dent left the city the gunboats were blown up. 

After witnessing the explosion from the steps of the 



232 DR. WILLIAM LEROYi BROUN 

arsenal I sent for the keeper of the magazine, and sat- 
isfying myself that life would not be endangered by its 
destruction, wrote an order for him to explode the 
magazine at five in the morning, the last order of the 
ordnance department, and among the last orders of the 
Confederate government given in the city of Richmond. 
As I rode out of the city in the early dawn I saw a dense 
cloud of smoke suddenly ascend, with a deafening re- 
port, that shook the city to its center. Thus ended the 
surrender of the city of Richmond. The mob imme- 
diately took possession, looted the stores, and fired the 
city. A large part of beautiful Richmond was burned 
to the ground. The Federal troops marched into the 
burning city in splendid order, took possession, dis- 
persed the mob, and saved by their energy and discipline 
the city from total destruction. 

ADDRESS DELIVERED ON MEMORIAL DAY 

(Before the Students of the Alabama Polytechnic 
Institute in May, i8pi) 

Assembled together as we are on this Memorial Day 
to do honor to the memory of the dead, to those who 
died as soldiers in the Civil War, it may be well for the 
sake of the young who are present and whose fathers 
in many instances were participants in that historic 
struggle to allude briefly to the opinions and strong con- 
victions that generally prevailed among Southern men 
preceding the beginning of the conflict; as thereby they 



HIS ADDRESSES 233 

will be able to form just and correct views of the cause 
of the war, which they now know as the lost cause that 
was so dear to the hearts of their fathers. 

From the days of Henry and Madison, of Hamilton 
and Adams, from the earliest days of the reformation 
of the general government and the adoption of the con- 
stitution, there were two conflicting and contending 
principles or political elements, one contending for 
the authority and power of the Union, the other for 
the rights and sovereignty of the States. The one was 
an element of unity and strength and power, the other 
an element of division and weakness. It was urged that 
the States existed prior to the general government, and 
by their act as separate, independent sovereignties formed 
the Union and delegated certain powers and privileges 
thereto under the constitution. The contention was 
that the State was sovereign, and in entering the Union 
had never parted with her sovereignty, but had only dele- 
gated to the general government certain limited, well 
defined powers; and that the State as sovereign was the 
sole judge of the infraction of the constitution, and 
when she decided that it was violated, she had; the 
reserved right to withdraw from the Union, the 
right to secede, and to assert her supreme and original 
sovereignty. This was the doctrine of the right of se- 
cession. 

There was scarcely a fireside in the State of Virginia, 
about which I can speak more definitely, around which 
there was not almost daily discussed and rediscussed the 



234 DR. WILLIAM LEROYi BROUN 

reserved rights of the States ; and had been so discussed 
since the days of Henry and Madison. The generation 
before imbibed it in their youth, read it in the press, 
heard it from the platform, breathed it in the atmos- 
phere, that their allegiance was due first to the State, 
and second to the Union; that the State was sovereign, 
had not and could not surrender her sovereignty, but 
held reserved rights to be exercised when, in her judg- 
ment, it became necessary. 

It was that principle, when in the exercise of her 
sovereignty Virginia passed the ordinance of secession, 
that caused Commodore Maury, the eminent scientist, 
to resign his position as chief of the national observa- 
tory and offer his services to his State; it was that prin- 
ciple that caused General Lee, then colonel in the United 
States army, to resign his commission and offer his sword 
to the governor of Virginia. 

Slavery was not the cause of the war; it was the oc- 
casion, not the cause. It was not for silver and gold, 
not for slavery, not for property in any form, that your 
fathers suffered the hardships of four long years of war, 
and freely offered and sacrificed their lives on the field 
of battle; but it was to maintain what they regarded the 
rights of the States. 

It is difficult now to realize and make plain to you the 
electric thrill that filled the atmosphere when it became 
evident that honor demanded that the State must re- 
assume her sovereignty and withdraw from the Union 
she loved so devotedly, and to form which she had in 



HIS ADDRESSES 235 

former years acted so prominent a part in council and 
on the field. 

I well remember an occasion that may serve to illus- 
trate this. The Virginia Convention at Richmond v^as 
discussing the solemn question of secession or continu- 
ance in the Union. A meeting was called at Charlottes- 
ville. A distinguished speaker, Professor Holcombe, of 
the University of Virginia, mounted a table and ad- 
dressed a large crowd on the great question then to be 
decided: not a word about slavery, not a word about 
property, but all about honor. The honor of the State, 
the sovereignty of Virginia, was in peril. In eloquent 
terms he told of the direful consequences of war; that 
Virginia was to be the seat of the conflict ; that her fields 
were to be laid waste; her homes destroyed; her men 
sacrificed; — but the honor of Virginia was in peril. 
Not property, but honor, was his theme. I well remem- 
ber he told the story of Latour d'Auvergne, that gallant 
captain of the grenadiers of the army of Napoleon, — 
how long after his death, by order of the emperor, his 
name continued to be called at the morning roll, and that 
the oldest sergeant stepped to the front and, to tlie name 
Latour d'Auvergne, answered : " Dead, — died on the 
field of honor." So, he said, should disaster come, and 
Virginia be destroyed by the fury of war and her name 
cease to exist as a sovereign State, when the future his- 
torian should call the roll of commonwealths, let there 
come forth in answer to the name of Virginia, " Dead, 
— died on the field of honor." 



236 DR. WILLIAM LEROY BROUN 

I am very confident there was not a man in the hear- 
ing of the speaker's voice that day who did not deem it 
his high duty and glorious privilege to offer his life in 
defense of the flag of Virginia. 

It was that spirit that pervaded the army, from the 
humblest private to the commanding general ; it was that 
spirit that caused the soldiers to suffer hardships and 
privations without complaint and freely to offer their 
lives on what they regarded the altar of their country; 
it was that spirit that caused the Southern army in the 
years gone by to make in history a page bright with im- 
perishable deeds of valor, to make a history that, in the 
long years to come, will be read with a glow of pride by 
all who esteem patriotic valor and chivalric honor. 

To illustrate the hardships, I remember an instance 
that I may mention, which shows that the plans of the 
commanding general were sometimes modified by insuffi- 
cient clothing. I was ordered by the chief of ordnance 
just previous to the battle of Fredericksburg to report to 
General Lee for special duty. After dinner he invited 
me to his tent. General Jackson, who was then re- 
ported in the Northern press to be " bottled up " in the 
Valley of Virginia, had just arrived and joined General 
Lee on the right bank of the Rappahannock, to oppose 
the advance of General Burnside. On my expressing 
gratification at this juncture. General Lee said that he 
had intended to send Jackson across the Rappahannock 
to the rear of Burnside's army, but the reports from his 
quartermaster showed that many of hi? men were with- 



HIS ADDRESSES 237 

out shoes, and he could not order the poor fellows in 
that condition to undertake so severe a march during 
that inclement weather. It was then in the winter and 
the ground was covered with snow and ice. When Jack- 
son's corps arrived, the appearance of many of his sol- 
diers showed the hardships that they had endured. 
Still, — though their uniforms were worn and ragged, 
their feet, in some instances, protected from the snow 
and ice by rawhide moccasins made by their own hands, 
— the manly step, the purpose and resolve in the counte- 
nance told that to them there was something more val- 
uable than ease and comfort, something more highly 
prized than property, something dearer than life itself, — 
and that something was honor, exemplified in their 
loyalty to their sovereign State. 

Young gentlemen, take this lesson from the life of the 
Confederate soldier home to your bosoms ; there is some- 
thing more valuable than property; there is something 
dearer than life itself,— your honor, your character. 
Keep, by the grace of God, keep the shield of your 
honor untarnished : death is tolerable, but dishonor can- 
not be borne. But in the wisdom of an omniscient 
Providence the question of the right of secession, thus 
referred to the arbitration of the field, was decided amid 
the thunders of artillery irrevocably and forever. 

. . And this we now know to have been an ele- 
ment of division and weakness in our government has 
been forever removed; and to-day we stand as one peo- 
ple, one nation, under one flag, " an indissoluble Union 



21,^ DR. WILLIAM LEROY BROUN 

of indestructible States," " distinct as the billows, yet 
one as the sea." 

Our patriotism is none the less intense, only it is less 
provincial, and embraces a wider horizon. 

The conflict was inevitable. Two opposing princi- 
ples, contending for supremacy. The soldier of each 
army did his duty as he saw the right. The South was 
overwhelmed, but not disgraced; defeated, but not dis- 
honored; and in coming years future generations, all 
over this broad land, — north, south, east, and west, — 
will read with pride to their children's children the story 
of Lee and Jackson. 

Then, when you leave this hall and repair to the 
cemetery, cover the graves with flowers on this Me- 
morial Day, and thus honor yourselves in honoring the 
memory of the Confederate dead. 



The three following addresses, delivered at the 
closing exercises of the Alabama Polytechnic Institute 
by the late revered and beloved president, Dr. William 
LeRoy Broun, are published here to show how solicit- 
ous he was for all the graduates, how earnestly he strove 
to make out of each of them true Christian gentlemen 
of the highest type. 

These short talks will recall to all the old students 
the tender, fatherly care that Dr. Broun exercised over 
them. To the new students, whose misfortune it was 
to be associated with him but a short time, these ad- 



HIS ADDRESSES 239 

dresses will give a clear insight into the high, noble, 
Christian character that he possessed. They will show 
to them how much at heart he had the interest of those 
whom he sent out from here; the kindly advice and 
warning in these short, sweet talks are none other than 
that given to a son by a loving, solicitous father when 
he sends him out into the world to fight his own bat- 
tles. 

Before Dr. Broun lost his voice it was customary with 
him, after delivering the diplomas to the graduates, to 
have them line up in front of him, when he would give 
them short talks. Such were the occasion of these ad- 
dresses. 

These talks show briefly the greatest object that Dr. 
Broun had in view in educating young men, — that of in- 
stilling thoroughly into their minds the great importance 
of a true Christian character. 



AN ADDRESS 

(Made to the Graduating Class of i8po a^t Auburn, 

Ala.) 

Young Gentlemen Graduates : — I congratulate you on 
the honors you have just received; I congratulate you 
on the earnest, faithful work you have done at the in- 
stitution, and on the good order that has marked your 
college residence here; and not only to yourselves but 
to the entire body of students, in behalf of the faculty 
and citizens, I express our grateful acknowledgments and 



240 DR. WILLIAM LEROY BROUN 

thanks for the excellent year that is now about to close. 
To-day, young gentlemen, you enter upon a new phase 
of life. This is your " Commencement Day," the day 
on which you are relieved of the restraints of college 
discipline, assume the manly toga of self-control, and 
commence your active life. 

Each of you, happy in the joyful strength of youth, 
looks forward to a bright future, — each of you with 
confident hopes of success. And the question occurs, 
What is your desire, and how will you gain it? You 
have received the mental training and discipline that 
comes of a general education, and now you must special- 
ize for your life-work, — for your particular vocation. 
Day by day study your vocation, whatever it may be. 
Learn to love it, to love to work in it, and strive to 
master it in its larger aspects, as well as in its minutest 
details. Whether you engage in farming or manu- 
facturing, whether your vocation be commercial or pro- 
fessional, competition you will find everywhere, with no 
honors for laggards. Hence you must learn to sharpen 
your wedge and drive it with the sharp end foremost. 
Remember that what makes the difference between men 
in active life is just what makes the difference between 
students at college. It is not talent, but energy; not the 
possession of gifts, but the persistent, energetic use of 
these gifts to the attainment of an object worthy of your 
best manhood. 

And remember again that the influence you may exert 
in the sphere of life depends not on learning so much 



HIS ADDRESSES 241 

as on wisdom; not on intellect so much as on character. 
See the assembled thousands but yesterday in a dis- 
tant land with uncovered heads paying tribute to that 
highest type of Christian manhood that the century has 
ever produced. They bowed in honor, not to intellect 
alone, but to that true and noble character which you 
and Southern youth should cherish with special pride 
as the ideal standard of true excellence. The attainment 
of position, the accumulation of wealth, without the 
highest regard and affection of your fellow-men, is not 
success, — but failure. Success, with esteem, comes with 
purity of life, integrity of character, earnest, true, 
and faithful performance of your duty to the best of 
your ability. Then what must you do? Do your best; 
do your best in all things, and be true, — ^true in thought, 
true in word, and true in deed. But after all your best 
efforts have been made, disappointment may come and 
failure may stalk in your path; but remember it is the 
true, courageous man who knows that the way to success 
lies through partial failure ; who knows that failures have 
their lessons and should serve to correct mistakes and 
nerve the heart of the brave to a more determined effort. 
It is not prosperity, but adversity, disappointment, and 
failure, that develop what is true and noble in man. 
Then, if pitfalls and obstacles lie in your pathway, only 
work the more earnestly, and ever remember that your 
Heavenly Father has granted you privileges and oppor- 
tunities, and has given you talents which are not to lie 
hid in a napkin but are to work for righteousness, in- 



242 DR. WILLIAM LEROY BROUN 

fluencing others by the elevating influence of the Chris- 
tian character. 

Be, then, true, worthy sons of your alma mater, and 
so act that in years to come the students who fill these 
halls will feel honored that your names are enrolled 
among its graduates. Take this word home to your 
bosoms, think of it, make it in after years a part of your 
character : 

"Let thought be in thine eye, 
And from thy brow the dew of labor start, 
And let the love of what is pure and high, 
Be strong within thy heart." 



AN ADDRESS 

(Made to the Graduating Class of i8p4j at Auburn, 

Ala.) 

With the diploma you have just received, our con- 
nection as student and instructor ceases to exist; and 
now you are about to begin life in a new sphere, with 
new surroundings to influence you, and new hopes to 
inspire you, carrying with you your diploma as a testi- 
monial of honest work done, in laying a broad and se- 
cure foundation on which to build the superstructure of 
your life's work. 

What have you gained during your residence here? 
What in your estimation will be of special value? Do 
you suppose it is the knowledge you have gained of 
chemistry, of agriculture, of mathematics, of physics, 



HIS ADDRESSES 243 

or any other department taught in the college? If so, 
you are mistaken. It is not the knowledge you have 
obtained, not the facts and the principles you have stored 
up in your mind, but rather the discipline and the train- 
ing of your mental faculties in acquiring that knowledge. 
It is not the amount of food that gives strength and 
vigor to the body, but rather its transformation as- 
similated into nerve and fiber and muscle. It is not the 
knowledge acquired, small or large as it may be, but the 
effort of its getting, the tendency thereby given to your 
mental energies, the cultivation of accurate observation, 
of logical reasoning; the opening to your view the ex- 
pansive fields of knowledge and the inspiration to work, 
to obtain more knowledge. 

Let me remind you that you have no cause for con- 
ceit by reason of large acquirements. You best know 
that you have just crossed the threshold and are simply 
prepared to begin work ; and the question now confronts 
you, will you do the work, will you go forward? Are 
you content to rest on what you have done, or will you 
build a noble structure on the foundation here? Will 
you look backward, or forward until work ceases to be 
toil and becomes a joy? 

Let me give you a motto to take with you as you now 
sever your connection with the college. 

I am reminded that now many years have passed since 
I stood where you stand and received my degree from 
the university of a sister State; and by my side was a 
young man who was then among his fellow-students 



244 DR. WILLIAM LEROY BROUN 

highly esteemed for his noble Christian character and 
supreme talents, and in honor of whose memory but 
very recently memorial celebrations have been held in 
church and religious assemblies throughout the South- 
ern States, telling in eloquent terms of the loss by his 
death to learning and religion, to Church and State. 
He, Dr. John A. Broadus, nobly illustrated in his life the 
motto with which he closed his address before the faculty 
and students of that university, and that motto I give 
you to-day to keep and to treasure, — " Fear God and 
work." Take it to your bosom, write it on your heart, 
make it the rule of your life. " Fear God and work." 

BACCALAUREATE ADDRESS 

(Delivered at the Agricultural and Mechanical College, 
Auburn, Ala., June, ic 



Young Gentlemen Graduates : — Your connection 
with us as students has closed; you are now alumni of 
the college, and as such have special duties imposed upon 
you. Your duty to yourselves is to prove by your hon- 
orable conduct, by your faithful performance, by energy 
of character, by love of truth, and by love of work, with 
brains and hands, that you have profited by the lessons 
here taught you, and that you are worthy of the honor 
you have this day received. 

This day upon which you graduate is an era in the 
history of the college, a day from which we shall hence- 
forth date. 



HIS ADDRESSES 245 

To-day is to be laid with impressive ceremonies the 
corner-stone of the new college. This will be no idle dis- 
play, but will be full of significance. Its construction 
means that Alabama appreciates her position in the 
march of civilization and intends to offer to her youth 
the best known facilities for their thorough preparation 
for the duties of life. It means that Alabama recog- 
nizes that that people " who have the best schools are 
the first people, — if not to-day, they will be to-morrow," 
and that she, with foresight and wisdom, is laying her 
plans to-day for a grand to-morrow. It means that she 
intends that her youth shall not be laggards in the race 
for supremacy for lack of training in all that makes men. 
It m.eans, likewise, the confidence the authorities of this 
institution have that the State intends to fulfill her ob- 
ligation to provide here a college, — an obligation im- 
posed both by the charter of the institution as well as 
by the relation that exists between technical education 
and progress in civilization. For to-day thoughtful men 
everywhere acknowledge this as a truism, — that there is 
no progress in modern civilization without technical edu- 
cation. 

As alumni of this college, be loyal to your alma mater. 
It has a great work to perform for Alabama, and you, 
by cherishing this institution, can serve your State and 
generation. It has now fairly begun its work and has a 
mission of its own in the educational world, important 
and essential. Show, as we have always taught you, 
that technical education, to be of value, to be of worth 



246 DR. WILLIAM LEROY BROUN 

to you and to the State, must be founded on a sound 
general education, that the broader the base the more 
permanent the superstructure. Show that the college 
does not sanction low conduct or low teaching, but that 
it ennobles all it teaches by its devotion to truth and 
science; show that it is as honorable to analyze a soil as 
to analyze a sentence, and often of more utility. And 
show, as you can, that to construct a steam-engine re- 
quires brain work of a higher order than to construct the 
customary college poem. Show that you intend to be 
something by doing something, and that the training 
you have here received has given you manly self-reliance 
that will enable you, whatever fortune may betide you, 
to stand on your feet and walk alone. Illustrate your 
education here by showing your ability to analyze a soil 
or a sentence, to make a speech or a steam-engine, as oc- 
casion may determine. Correct the misapprehension 
that may exist in regard to the character of our work. 
Show that, in conformity with the charter of our col- 
lege, there is here given a liberal as well as a practical 
education. Show that our students are taught science 
through their eyes, through their hands, through their 
finger tips, as well as through their brains, so that, being 
infused with scientific methods, their actions may be 
marked and their lives made prosperous, as I hope yours 
will illustrate, by scientific method and scientific energy. 
Show, — by your own eagerness and energy, by your de- 
votion to truth and devotion to work, — that to educate 
the brain to reason, the eye to observe, the hand to form 



HIS ADDRESSES 247 

and execute, that to teach how to increase products of 
the earth, how to convert the crude products of nature 
into the refined works of art, how to bridle and control 
and make subservient to our uses the forces of nature, 
is not half to educate, but better to educate. 

And above all, honor the college, honor yourselves by 
showing in your love of truth, — truth of action, truth of 
thought, truth of conduct, — that the training which you 
have received prepares you for that high. Christian, 
earnest, working life that will make you a blessing to 
your community and an honor to your State. 



THE END 



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£0 4 1912 



